Teaching Second‐Language Literatures: Past, Present and Future

Muyskens, Judith A.

doi:10.1111/j.1540-4781.1983.tb01526.x

Cited by 17 publications

(4 citation statements)

References 22 publications

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“…(24,25) assert that with learners at the beginning and intermediate levels, teachers can utilize literature for "language practice, reading comprehension, and possible aesthetic appreciation". (26,27) in contrast, with advanced students literary texts may be utilized for the "development of knowledge of world literature such as recognition of figures of speech, levels of meaning, and other stylistic features" Moreover, students can gain insight into literature by gaining entry into the world of familiar or unfamiliar to them mainly due to the cultural aspects of stories (28), compels them to think outside the box.…”

Section: Literature Review Using Communicative Approach For Teaching mentioning

confidence: 99%

A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

2019

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The paper reviews the role of teaching second language (SL) by using Communicative Approach. The main purpose of this paper is to analyze the importance of using literature and Communicative Approach for teaching and learning SL. The review of previous literature indicates that teachers normally prefer to teach L2 through Grammar Translation Method (GTM), which requires little efforts and few resources to teach [1]. Many studies have found that GTM is not an effective method of teaching SL. In order to critically understand at a deeper level the role of literature and Communicative Approach in teaching SL, this paper explores thoroughly the existing literature and analyzes various works done on the importance of using Literature and Communicative Approach to teach SL. The current study found that teaching of SL through literature and Communicative Approach is more effective than through GTM. It is, therefore, recommended on the basis of this paper that teachers of L2 should adopt Communicative Approach and literature for teaching second language.

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Section: Literature Review Using Communicative Approach For Teaching mentioning

confidence: 99%

A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

2019

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“…Starting in the mid-1980s and continuing through the 1990s, scholars in applied linguistics produced a large body of research on what is now known as the language-literature divide in university FL programs (e.g., Barnett, 1991;Bernhardt, 1995;Henning, 1993;Hoffman & James, 1986;Kramsch, 1985;Muyskens, 1983;Schultz, 1995). This divide is characterized by fixed lines of demarcation between language study in lower-level courses and literary study in upper-level courses, the assumption being that once students have completed lower-level language courses, they are ready to carry out the advanced-level tasks expected in literature courses.…”

Section: The Language-literature Dividementioning

confidence: 99%

“…In addition, different pedagogical goals grew out of this rift in each camp: functional, interactive language use on the one hand, and literary-cultural interpretation on the other. The view of literary analysis as the ultimate goal of language instruction compounded the problem and reinforced a number of assumptions: Literature should not be taught before students attain a high level of language proficiency; language is merely a tool for analyzing and appreciating literature; and students in literature classes deepen language knowledge passively by reading and listening to lectures (Barnett, 1991;Hall, 2005;Muyskens, 1983). Kramsch (1985) summed up the problem as follows: Communicative and literary goals in FL departments are at odds with one another; the former encourages two-way communication and negotiation, and the latter treats literary texts "as finished products, to be unilaterally decoded, analyzed, and explained or .…”

Section: The Language-literature Dividementioning

confidence: 99%

Research in Language-Literature Instruction: Meeting the Call for Change?

Paesani¹

2011

Ann Rev Appl Linguist

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The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research.

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“…Finally, issues in this quickly developing area (for a fuller view, see Muyskens 1983) which require more extensive debate include: a. the extent to which literary texts can or cannot be used to teach language or about language;…”

Section: Stylistics and The Foreign Language Learnermentioning

confidence: 99%

Stylistics

Carter¹

1984

Ann Rev Appl Ling

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An essentially interdisciplinary activity, like many areas of applied linguistics, the most immediately contingent area to stylistics remains that of literary studies, although recent years have witnessed extension into other domains such as lexicography and teaching English as a Foreign Language. This survey is divided into five main sections but, given the interrelatedness of the areas, there will be inevitable overlaps as well as potential cases for sub-categorization. The sections are: 1) Linguistic stylistics 2) Literary stylistics 3) Style and discourse A) Pedagogical stylistics 5) Stylistics and the foreign language learner.

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Teaching Second‐Language Literatures: Past, Present and Future

Cited by 17 publications

References 22 publications

A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

Research in Language-Literature Instruction: Meeting the Call for Change?

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