An Affective Approach to Teaching Literature: I Feel Therefore I am

Abstract

The present research paper seeks to ascertain whether students respond emotionally to literature—as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students’ personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.

The Teacher’s Approaches in Teaching English Literature Component: A Systematic Literature Review

“…And these ten studies by (Al Sabiri & Kaymakamoğlu, 2019;Atek et al, 2020;Bunga Febriani et al, 2022;Fauziah, 2016;Granath, 2017;Jabeen & Sarifa, 2022;Ling & Chen, 2016;Resueňo & Ian Bel Resueňo, 2019;Suliman et al, 2019;Wahyuni et al, 2021), revealed that there are six main approaches employed by teachers in teaching literature, which are the information-based approach, moral-philosophical approach, paraphrastic approach, language based approach, reader response approach, and stylistic approach. Subsequently, four studies by Benonguil & Barnido (2022); Hernández (2020); Moustafa & Naima (2022) and Yimwilai (2015) suggested other teaching methods such as the experimental group approach, communicative approach, affective responses approach, and focus group discussion.…”

“…Through these activities, students will have a better understanding of literary texts, especially those who are weak in English. It is also a good way of helping them to pronounce the English words by reading aloud the literary texts in the class (Moustafa & Naima, 2022). Ling & Chen (2016) suggested group discussion and sharing sessions.…”

“…The study revealed that this integrated approach is more effective than the conventional method as it can instill positive attitudes and improve students' academic performance, and develop their critical thinking skills. The recent study by Moustafa & Naima (2022) viewed this matter from a different perspective, which is affective responses, and examined the suitable activities to be implemented in the classroom, which are reading literary texts and writing literature essays. These activities focused more on memorizing and reproducing the literature content and helped the students appreciate the materials and express their feelings.…”