Literature in the EFL class: a study of goal-achievement incongruence

Akyel, Ayşe

doi:10.1093/elt/44.3.174

Cited by 60 publications

(58 citation statements)

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“…Further, they are consistent with the previous studies (Yilmaz, 2012;Akyel & Yalçin, 1990) in which literary texts and language were combined (T-seng, 2010). In addition, analysis of the descriptive statistics showed that the majority of participants in the experimental group held very positive attitudes towards the applied integrated approach and literature generally.…”

Section: Resultssupporting

confidence: 91%

“…In this section, previous studies related to teaching literature and its effect on learners' motivation and attitudes are reviewed briefly: Akyel and Yalçin (1990) investigated EFL senior high school students' reactions to the contributions of prose fiction, drama, and poetry in developing language and literary competences. Based on the interpretations of the results, it was found that students regarded novel as the most effective literary form in developing language skills and cultural awareness, and drama as the most effective one in improving oral expressions.…”

Section: Research Backgroundmentioning

confidence: 99%

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The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

Amirani¹,

Tahriri²,

Barekat³

2016

IJRSLL

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This study reports on an investigation into the motivation and attitudes of Iranian EFL learners towards an integrated approach to teaching literature that was a blend of three models, i.e., language model, cultural model, and personal growth model. To this end, the study was carried out among 40 female EFL learners of intermediate level with 12 hours of instruction in a language center in Rasht, Iran. The participants were randomly assigned into two groups, namely an experimental and a control group. In the experimental group, the suggested integrated approach was utilized whereas the method used for the control group was based on the lecture-based one. A pre-test post-test control group design was followed and the data were collected through attitude and motivation questionnaires. The results revealed that both groups improved in terms of their motivation, of which the magnitude for the experimental group was higher. In addition, the participants in the experimental group held very positive attitudes towards the integrated approach and literature overall and they favored the integrated approach more than that of the control group. The findings shed some light on why and how to teach English literature in EFL classes and provide some recommendations for students, teachers, policy makers, and syllabus designers in order to move from traditional approaches to more innovative ways of teaching literature.

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Section: Resultssupporting

confidence: 91%

Section: Research Backgroundmentioning

confidence: 99%

The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

Amirani¹,

Tahriri²,

Barekat³

2016

IJRSLL

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show abstract

“…Also, understanding how students perceive specific areas of the curriculum can provide teachers with invaluable information that could be useful to fit course content to specific student needs (Akyel & Yalçin 1990;Cook-Sather 2002;Pflaum & Bishop 2004).…”

Section: Discussion and Classroom Implicationsmentioning

confidence: 99%

“…Akyel and Yalçin (1990) surveyed students in five different secondary schools in Turkey. They demonstrated that students' English language proficiency was related to their appreciation of the inclusion of literature in the EFL classes.…”

Section: Students' Perspectives On Fl Literature Educationmentioning

confidence: 99%

Students’ perspective on the benefits of EFL literature education

Bloemert

Paran

Jansen

et al. 2017

The Language Learning Journal

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Understanding students' perspectives on the foreign language (FL) curriculum could be considered as a vital step in curriculum design and lesson planning. This study drew on data provided by a single open question survey to investigate the perspective of Dutch secondary school students (N = 635) from 15 different schools with regard to the benefits of literature education in English as a foreign language (EFL). This study also sought to find out whether there are any differences in these perspectives between the different schools. The Comprehensive Approach to Foreign Language Literature Learning was used to analyse the students' answers. Results show that the majority of the students consider literature in a FL primarily as language education. Furthermore, a comparison between the 15 schools indicated that there were differences in the way students from different schools perceive the benefits of the EFL literature curriculum. The article concludes with a discussion of pedagogical issues and suggestions for ways in which the student perspective can be studied on a small scale.

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“…cultivar nos estudantes o prazer de ler (Amor, 1994: 11) fazer os estudantes participarem das emoções geradas na memória de outras comunidades (Solomon, 1986: 39: Akyel eYalçin, 1990Kramsch, 1993: 31). mobilizar o estudante para sua inscrição na LNM (Tomlinson, 1986: 34;Akyel e Yalçin, 1990). levar o estudante a relativizar valores, noções e comportamentos que eram tidos como únicos e naturais (Lits,1994: 25;Delas, 1994: 93: Ghosn, 2002).…”

Section: Evidências E Argumentosunclassified

A literatura e o ensino de línguas não-maternas: um conflito assumido como harmonia

Pedroso

2006

DELTA

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RESUMO: Através da história do ensino de línguas não-maternas, a relação entre essa especialidade e a literatura tem sido favorecida por uma aprovação consensual cuja pertinência é questionada aqui. Tal aprovação se apresenta mais fincada no imaginá-rio e na tradição do que em contribuições que a literatura realmente possa trazer para essa especialidade. Isso, considerando as prioridades a partir das quais as diversas teorias hoje atuantes no ensino de línguas não-maternas organizam o trabalho didáti-co. Este trabalho discute a legitimação do funcionamento do literário nesse tipo de ensino porque considera que os próprios conceitos genéricos tradicionais de literatura com que ainda se opera não são consistentes com o que exige a prática pedagógica. PALAVRAS-CHAVE: Lingüística aplicada; Análise do discurso; Ensino de línguas estrangeiras; Literatura.ABSTRACT: Throughout the history of foreign language teaching, the relationship between literature and foreign language teaching has been assumed as pertinent. This paper questions that assumption and explains its consensual bases as supported more by the imagination and by the tradition than by the contributions that literature can bring to foreign language teaching. Considering the priorities at the foundations of the several theories that organize the didactic work, the own generic concepts of literature with which those theories work are not consistent with the pedagogic practice needs. This paper discusses a way of approach to literature having in view to meet those needs.

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Literature in the EFL class: a study of goal-achievement incongruence

Cited by 60 publications

References 0 publications

The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

Students’ perspective on the benefits of EFL literature education

A literatura e o ensino de línguas não-maternas: um conflito assumido como harmonia

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