Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Romero, Elena Domínguez; Bóbkina, Jelena

doi:10.17507/tpls.0502.02

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…In general, the respondents' perception regarding this approach was positive. These findings align with the existing consensus in the literature (Romero & Bobkina, 2015;Sapargul & Sartor, 2010;Sentürk & Kahraman, 2020). Romero and Bobkina (2015) believe that success in teaching grammar through literature depends on focusing on the texts' linguistic features.…”

Section: Discussionsupporting

confidence: 91%

“…These findings align with the existing consensus in the literature (Romero & Bobkina, 2015;Sapargul & Sartor, 2010;Sentürk & Kahraman, 2020). Romero and Bobkina (2015) believe that success in teaching grammar through literature depends on focusing on the texts' linguistic features. In the current study, the focus was given to the linguistic features by emphasizing them through repetitions in the text and providing grammar practice tests after reading the text.…”

Section: Discussionsupporting

confidence: 91%

“…This Tasmanian's Integrative Model has already been used in some studies (Tasmanian Curriculum: Rationale, 2012). For example, in a study on the impact of a literaturemediated English course using this model by Romero and Bobkina (2015), 55.5% of the learners agreed that their grammar was positively affected. To correctly implement the model, the guidelines for using Tasmanian's Integrative Model (Tasmanian Curriculum: Rationale, 2012) were used.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Pedagogically-Designed Literary Texts on Learning English Grammar

Qotboddin¹,

Mohammad²

2021

The Journal of AsiaTEFL

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 91%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Pedagogically-Designed Literary Texts on Learning English Grammar

Qotboddin¹,

Mohammad²

2021

The Journal of AsiaTEFL

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Literature and language education

Bóbkina

Romero

Sastre-Merino

2021

AILA

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This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.

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Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors

Al-Shammari¹,

Ahmed²,

Shouk³

2020

ELT

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Studying English literature is interrelated to studying English as a foreign language (EFL), and thus incorporating literary texts into EFL learning curricula is important for providing EFL learners with the necessary language skills and emotional growth. However, EFL learners prefer to avoid studying English literature due to several challenges that may extend from difficulties inherited in literature itself to the learning and instructional processes. Therefore, this study aimed at investigating the reasons that   may discourage EFL learners to study English literature as perceived by their instructors. The sample of this study consisted of 20 English instructors at one of the northern Saudi universities. Two instruments: a survey and a semi-structured interview developed by the researcher were employed to collect the data. Descriptive statistics and qualitative methods were employed to interpret the gathered data. The findings revealed that there were six main different types of challenges that played an important role in the phenomena under investigation, namely: a) literature inherited difficulty, b) learners' cultural misperceptions, c) learners' negative attitudes, d) learners' intrinsic demotivating factors, e) unfamiliarity/ learners' poor prior knowledge, and f) instructional difficulty. Implications for addressing these problems were included.

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Literature Mediated English in the UCM Degree in Modern Languages: A Pilot Study

Cited by 3 publications

References 11 publications

The Impact of Pedagogically-Designed Literary Texts on Learning English Grammar

The Impact of Pedagogically-Designed Literary Texts on Learning English Grammar

Literature and language education

Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors

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