Enhancing Creativity in the Communicative Language Classroom Through Poetry as a Literary Genre

Yavuz, Aysun

doi:10.1501/dilder_0000000134

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…As Nunan (1989) demonstrates, the aims of this approach are to communicate, to maintain relationships, to use the language in our daily activities to develop our communicative competence. In contrast to other approaches, this method is considered student-centered, where the teacher is only considered to be responsible for learners' language needs (Richards and Rodgers 2014) which gives the student more space to be creative (Yavuz, 2010) and confident (Safraz et al 2015). Games, in all its forms, can be a major factor in the teaching process according to this approach because they fulfill the mentioned aims and result in a better understanding of the language and the learning process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Games on Vocabulary Retention

Shabaneh

Farrah

2019

IJLI

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Learning English has become a necessity during this century. Consequently, it is utilized in different institutions in Palestine such as schools, universities, hospitals, etc. Therefore, it is taught in schools by using different methods. Thus, in order to comprehend the language efficiently, it has to be taught in creative and interesting methods and using games inside the classroom in one of these methods. The study aims to figure out the efficiency of using games inside classrooms and to answer the research questions. The study was conducted during the first semester of 2018/2019, in which 20 participants were enrolled. The researchers collected data using pretest; posttest and class observation. The study continued for two months. In that, students were introduced to unfamiliar vocabulary through games. The findings of the research revealed the efficiency of utilizing games in the educational process. Accordingly, games help students to retain unfamiliar vocabulary, to associate new information with their surroundings and to develop their language and communicative skills.

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Section: Introductionmentioning

confidence: 99%

The Effect of Games on Vocabulary Retention

Shabaneh

Farrah

2019

IJLI

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“…Some research has also focused on the particular approaches of teaching English through literature, such as using literary analysis (Van, 2009), taskbased-approach , integrated approach (Healy, 2010;Zyngier, 1994), and developing the three approaches put forward by Carter and Long (1991) (Bedi, 2011;Bibby and Mcllroy, 2013). More specific research on the use of literature to teaching English in ESL/EFL classes has been done, with some focusing on the use of poetry (Llach, 2007;Yavuz, 2010), children's literature (Chang, 2009;Sidhu, Fook, & Kaur, 2010), and short stories (Saka, 2014). A large amount of the research has also been devoted to find teachers and students' perceptions of the use of literature in English learning in EFL secondary schools (Tasneen, 2010) and university (Abdullah, I., Zakaria, Ismail, Mansor, & Aziz, 2007, Padurean, 2015.…”

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confidence: 99%

English Literature Teaching: An Indonesian Context

Novianti

2016

Indonesian J. Appl. Linguist

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Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: First, lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; Second, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and Third, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.

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“…In the same vein, other common studies have highlighted the effect of using authentic poems in the classroom as a content-rich reading material, explored inside classrooms to develop the learners' productive skills, such as reading comprehension abilities, and critical reading skills (Rodríguez, 2018). On the other pro side, some researchers have strongly evinced the leading role that poetry plays at schools in honing the learners' speaking abilities, and to develop their fluent reading abilities (Deepa & Ilankumaran, 2018;Srisermbhok, 2017;Yavuz, 2010). Besides all the stated virtues, the authentic English poems in EFL classes are also considered cultural emblems replete with social ideologies and semiotic clues.…”

Section: Revisiting Poetry In Efl Classroom: How Much Novelty?mentioning

confidence: 99%

Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

Bouali¹

2020

AWEJ‑tls

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'Metaphor' captures the zeitgeist of the 21st Century for reaching a climactic scene on the stage of cognitive linguistics, literary studies, and Second Language (L2) teaching. Important though, in Algerian English as Foreign Language (EFL) literature classrooms, metaphor plays a peripheral role in education, as it scarcely appears either as part and parcel device in literature analysis or as a means for strengthening the understanding of poetry. However, even in those literary spaces where it visibly manifests itself, learning the metaphoric language does not touch a chord with the learners. The persistent issue is that many Algerian instructors are still employing threadbare, transmissive modes of instruction that fail deceptively to reach satisfying scholarly ends. In this sense, the fulcrum aim of this study is to explore the effectiveness of repositing metaphor inside the poetry curriculum. Correspondingly, it proposes the integrated-model as a state-of-art teaching framework. The primary question that this study seeks to answer is whether teaching poetry via an integrated approach may act as a stimulus for enhancing students' Metaphoric Competence (MC). The secondary subsidiary endeavour is to diagnose the different intricacies that the learners confront along that process. Guided by these incentives, the researcher has carried an empirical study (pre/posttest) with forty-first year EFL Algerian students from Tlemcen University using four poems as evaluative materials. To analyze the effectiveness of the experiment using SPSS, the inquirer has opted for the Paired-Samples t-Test to check whether the paradigm shift in the same group of participants' grades is statistically significant or not. Substantially, this study reveals that the implementation of an integrated framework to instruct poetry provides a springboard for remarkable betterments in the area of MC. This progress is evidenced by its ability to revitalize the learners' cognitive potentials to comprehend, interpret, and evaluate conceptual metaphors embedded in poetry. In an unfavourable note, this study has also dropped the veil on some language difficulties that the students face in the course of metaphor analysis, that stem mainly from the low exposure to the target language (TL), and the poor engagement with the different literary modes of expression. Finally, for the hope of honing (MC) inside the Algerian EFL classes, it is fervently recommended that the teachers assist their learners actively in well-defined figurative-oriented assignments that focus on raising the awareness of the L2 conceptual mapping. Technological aids are also a solicited constructive teaching material that may make poetry draw a new breath of life inside the classroom and beyond.

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Enhancing Creativity in the Communicative Language Classroom Through Poetry as a Literary Genre

Abstract: The purpose of this paper is to address the approaches and models of using litera-

Cited by 7 publications

References 5 publications

The Effect of Games on Vocabulary Retention

The Effect of Games on Vocabulary Retention

English Literature Teaching: An Indonesian Context

Resurrecting ‘Metaphor’ inside the EFL Poetry Classroom: a Nudge towards an Integrated-Model

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