Teaching and Interpreting Literary Texts: Difficulties of 4th Year ELT Students at a Turkish University

Abstract

This study aimed at identifying the difficulties of ELT students in analysing literary texts such as short stories and poetry in 'Selections from Western Literature' Elective Course at a Turkish university. Qualitative case study methodology was employed for understanding the students' difficulties and experiences. 42 students, who were in the 4th (final) year of their training programme participated in the study. Data were collected through the presentation check lists kept by the lecturer during student presentations for both giving and getting feedback and the evaluation purposes about the content and the process of the student presentations. The findings demonstrated important issues about difficulties in understanding and interpreting literary texts such as, understanding the relationship between the writer/poet, period of the text, and the theme/s of the literary piece; finding out and interpreting figures of speech; difficulties in suggesting rich variety of classroom implications in relation with using literature in teaching English; and finally the pronunciation and intonation difficulties. Recommendations and implications were suggested to propose solutions to these problems and develop more effective ways about how to integrate literature as a tool of teaching English.

Lived Experiences of Senior High School Students in Processing Literary Texts: An Inquiry

“…The message and themes become unclear since they have weak foundations in basic English to begin with When I had my literature reading, it shows that there were similar studies conducted about processing literary texts. A study from Yavuz (2014) as cited in Alkan & Günay-Erkol (2021) together with that of Afdian and Wahyuni (2020) revealed about the difficulties of international students in analyzing literary texts. It was found that the issues on processing literary texts are rooted on the poor understanding of the EFL readers on the relationship between the writer/poet, the period of the text, and the theme/s of the literary piece which are all important elements to come up with a good analysis of several literary works.…”

Introduction to English Literature for Arab Students

“…Researchers tend to focus on regions such as Farida and Sinha (2014), who write about challenges of introducing English literature to Bangladeshi students. In turn, Yavuz (2014), applies his study to Turkish students. Back to Chesterman (1983), Finland becomes the region of his study.…”

Culture, Gender, Language and Literature Relationship: 4th Year Elt Students’ Perceptions of Female Issues in American and British Literature

“…Potential use of literary works in language teaching is discussed. Written reports are submitted at the end of the course which accounts for 60 % of the final mark (see also Yavuz, 2014).…”

“…In relation, changing the shift from Lazar's (1993) 'The Language Model' which proposes literary texts as a tool for the teaching of specific language skills, vocabulary or structures to the 'The Cultural Model' enabling students to understand and appreciate different cultures and perspectives within the natural context and also to 'The Personal Growth Model' assisting an engagement with literary texts for an enjoyment and love for literature would work well in terms of involving students both intellectually and emotionally in learning the target language throughfocusing on personal experiences, feelings and opinions. Revisiting the content of the relevant literature courses, focusing on period, writer, literary movements, gender, culture and literature relationship, female issues, equality of social roles and reading female writers like Kate Chopin, Elizabeth Barret Browning and Jane Austen can be located within the curriculum and the content of the relevant courses(see also Yavuz, 2014).…”