Literature in the ESL Classroom

McKay, Sandra Lee

doi:10.2307/3586470

Cited by 156 publications

(138 citation statements)

References 9 publications

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“…In this respect, these findings of the present study relate to those of Sakthivel & Kavidha (2010) who lament that language acquisition is purely theoretical not application-oriented. In this respect, the findings of this study are also seconded by those of the study conducted by Mckay (1982) who expresses the same reservation regarding the role of literature in the teaching of grammar. In his study, he maintains that literature lacks contribution to the teaching of grammar.…”

Section: Achievement Testsupporting

confidence: 69%

Language Competence of HSSC Level Students in Pakistan: Developing Writing Proficiency through Literature

Din¹,

Khan²,

Ghani³

2018

IJEL

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Writing is a means of communication and part of everybody's education. Writing as a medium of language has its special features. This study brings to light the fact that teaching English through literature does not render any substantive and positive pay off in developing and honing the ESL/EFL learners' writing skill. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of four categories i.e., grammar, vocabulary, sentence structure and creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards "developing writing skill through literature" and the score of their achievement test. This study has also strived to categorize the subjects in accordance with their proficiency level and computed a pie chart to illustrate their proficiency level. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

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Section: Achievement Testsupporting

confidence: 69%

Language Competence of HSSC Level Students in Pakistan: Developing Writing Proficiency through Literature

Din¹,

Khan²,

Ghani³

2018

IJEL

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“…In general, research has shown that literature is very beneficial in helping students acquire the four language skills (reading, writing, listening, and speaking) and vocabulary, grammar, and pronunciation, either as excellent resources for English teaching and learning materials (Elklic, ErGgen, Kayintu, & Karaca, 2011;Floris, 2004;Maley, 1989;McKay, 1982;Riverol, 1991;Turker, 1991;Yeasmin, Azad, & Ferdoush, 2011); a popular technique (Hişmanoğlu, 2005); or an effective source for increasing students' creativity and imagination (Daskalovska & Dimova, 2012), enhancing motivation (Sell, 2005;Vural, 2013), and promoting cultural awareness (Cruz, 2010). 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).…”

mentioning

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 line with this, McKay (1982) argues that, in literary works, the rich context helps increase the awareness of the students about language use. Literary texts increase the learners' proficiency of integrated language learning because they give opportunities for the learner to utilize all macro and micro skills together.…”

Section: A Backgroundmentioning

confidence: 85%

“…The status and benefit of literature in language class is discussed by many scholars. Among these, (Lazar, 1993;McKay, 1982;Widdowson, 1984) put their arguments on essentiality of literature in language class as it is the way to facilitate the development of language proficiency as well as cultural awareness of the learners.…”

Section: Why Use Literary Materials In Language Teaching?mentioning

confidence: 99%

A Panoramic Evaluation of Literary Texts in Preparatory Students’ English Text Books

Kebede¹,

Milkitie²

2018

TPLS

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Abstract-Learning language through literature has got a great emphasis in foreign language class room since the use of literary text as a resource for teaching macro and micro skills is very popular within the field of language learning. Literary texts increase the learners' proficiency of integrated language learning as they enable the learners to apply all macro and micro skills. Of the issues to be considered, the contents, their levels of difficulty, their diversity and the appropriateness of the tasks designed based on the contents. This study evaluated the literary texts in preparatory students English text books. Based on the objectives of the study, both qualitative and quantitative research method was employed. The result of the study indicated that the most of the literary texts are above the language competence of the students and the teachers. Teachers strongly affirmed that they have faced to understand the literary texts' language. The literary texts are not considering the students' cultural background since almost all of the texts are written by foreign in a foreign context. Moreover, the majority of the literary texts are not related with the unit topic of the book. Using the literary materials in language class, therefore, should take into account the students' need, motivation, interests, cultural background and language competence.

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Literature in the ESL Classroom

Cited by 156 publications

References 9 publications

Language Competence of HSSC Level Students in Pakistan: Developing Writing Proficiency through Literature

Language Competence of HSSC Level Students in Pakistan: Developing Writing Proficiency through Literature

English Literature Teaching: An Indonesian Context

A Panoramic Evaluation of Literary Texts in Preparatory Students’ English Text Books

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