New Approaches to Literature for Language Learning

Literature in secondary EFL class: case studies of four experienced teachers’ reading programmes in China

“…This 'emotional investment' through reading literary works could in turn arouse enthusiasm for L2 reading and language learning (Hall 2016: 460). Furthermore, it has been argued that literature may raise readers' awareness of democratic citizenship and their contribution to constructing it (Heilbronn 2019), through sensitising learners to self, others, and a range of human conditions (Naji, Subramaniam, and White 2019).…”

Edebiyatın Dil Öğretimine ve Öğrenimine Katkısı

“…Students are typically familiar with these types of stories because they have been brought up on them from a young age, often having been told similar stories by their grandparents and older relatives. Multiple intelligences, especially emotional intelligence, can be activated through stories such as these (Mourao, 2009). Learning strategies like "listening for general meaning; predicting; guessing meaning; hypothesising" can be improved through the use of stories (Mourao, 2009, p.18).…”

Integrating The Mark on the Wall into an EFL Lesson to Teach Reading and Vocabulary

“…Thereafter, presenting a wide range of reasons for learners to read, examining the author's sound reasoning, allowing for incidental vocabulary acquisition preceded by follow-up activities, such as writing exercises, can be conducted as while-and post-reading, respectively. This is because integrating reading with writing tasks will launch and advance reading cognition, and word recognition for vocabulary development (Hirvela, 2004;Kuze, 2015;Naji et al, 2019). This also leads us to the fact that vocabulary would appear as another essential matter in literary work (Pressley, 2002).…”

“…Taking this into consideration, a growing body of scholars (e.g. Choe & Drennan, 2001;McKay, 2014;Myonghee, 2004;Naji, Subramaniam, & White, 2019;Scott & Huntington, 2007, to name but a few) have dwelled on the multifaceted advantages of literature in language studies since then. Despite these aforementioned benefits, literature may still constitute a challenge for language teachers since it requires employing specific reading strategies at the right time and instigating learners to go through cognitive reading processes for comprehension.…”

“…Overall, it will be an opportunity to recapitulate the text spurring creativity and stressing the salient points through their reflections (see Hirvela, 2004). Moreover, the teacher will be able to assess their ability of transfer, reasoning in corollary, extending and replication (Kuze, 2015;Naji et al, 2019).…”