The role of literature and literary texts in an EFL context: Cultural awareness and language skills

Isariyawat, Chomphu; Yenphech, Chaleomkiet; Intanoo, Kampeeraphab

doi:10.17263/jlls.803748

Cited by 10 publications

(15 citation statements)

References 7 publications

(6 reference statements)

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“…Based on the research findings, it can be understood that the usage of literature has a great effect on culture as it reflects a lot of traces related to people, traditions and differences. The integrated use of literature and literary texts in an EFL classroom allows learners to improve their linguistic abilities while also increasing their knowledge of culture (Isariyawat, C. Yenpheech, C. & Intanoo, K., 2020). The findings indicate that the students think the usage of literary texts develop their language skills, personal involvement and cultural awareness, so literary texts are useful in terms of second language acquisition.…”

Section: Discussionmentioning

confidence: 89%

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İngilizce öğrenenlerin kültürel farkındalık, kişisel fikir ve dil becerileri konusunda edebiyat kullanımına yönelik tutumları

Aydın

Sarıçoban

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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In recent years there has been a renewed interest concerning the usage of literary texts in EFL classrooms as the usage helps learners enhance not only their reading and writing skills but also speaking skills on the role of cultural awareness as well. This study investigates the supporting role of literature and illustrates learners’ attitudes towards integrating literary texts while learning a second language. Convenience sampling technique was used, and the sample utilized in this research was randomly chosen 67 English major students at a public university in Turkey. The data of the study were collected through the questionnaire with a 5-point Likert scale (Likert, 1967) including 20 close-ended items. This study aims to demonstrate what kind of attitudes the second language learners have on the usage of literary texts in EFL classrooms and also whether the usage has any positive effects on raising cultural awareness.

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Section: Discussionmentioning

confidence: 89%

“…The results suggest that the research was precious and useful, and thus, literary texts should be included in the second language teaching curriculum. When the results are compared to the findings taken from Isariyawat, C. et. al.…”

Section: Discussionmentioning

confidence: 95%

İngilizce öğrenenlerin kültürel farkındalık, kişisel fikir ve dil becerileri konusunda edebiyat kullanımına yönelik tutumları

Aydın

Sarıçoban

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…The Cultural Model, or language as content (Lazar, 1993), is a traditional approach to teaching literature (Hadjoui & Kheladi, 2014) where learners are supposed to find out about the text's context from different perspectives: social, political, literary and historical (Rahimipour, 2019). In the words of Isariyawat et al (2020), "it [the cultural model] urges understudies to find and investigate social, literary and recorded components of the content" (p. 1323). Not only does the cultural model show the universality of thoughts and ideas, but it also promotes learners' awareness of those cultures and ideologies that are different from theirs (Yimwilai, 2015).…”

Section: Literature Review the Cultural Approachmentioning

confidence: 99%

“…For Fehaima (2018), the language-based model paves the way for learners to increase their understanding of language by confronting them with various themes and topics. Though there are a few literary goals that are expected to be achieved in this model, overall, the study of language overrides that of literature (Isariyawat et al, 2020;Rahimipour, 2019). This means that, insofar as language is concerned, opting for the language-based approach to teaching literature would be the right choice (Rahimipour, 2019).…”

Section: The Language-based Modelmentioning

confidence: 99%

An Affective Approach to Teaching Literature: I Feel Therefore I am

Moustafa¹,

Naima²

2022

AWEJ

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The present research paper seeks to ascertain whether students respond emotionally to literature—as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students’ personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.

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“…She further concluded that unknown and new cultural concepts could promote students' interest, interpretive stance and cultural awareness provided the background information related to the texts were pre-taught and explained to the students. Isariyawat et al (2020) also examined the students' attitudes towards literature, however, they added the elements of language skills in this study which was carried out among undergraduate students in Thailand. They discovered that the respondents felt that literary texts could help them develop the language skills; especially speaking, listening and reading skills, in which the students could sustain their discussions over a longer period and their perusing capacity had greatly improved when they read short stories or novels.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Attitudes and Perceptions towards Cultural Elements in Literary Texts

Mohamad¹,

Azuar²,

Kadir³

et al. 2021

IJARBSS

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The study investigated the students' attitudes towards these culturally loaded literary texts and the extent these texts assist them in English language learning. A quantitative research method using a survey design was employed in the study. Using a random sampling technique, a set of questionnaires was distributed via Google Forms to students and 52 students responded to the questionnaire. The findings revealed that students had positive attitudes towards culturally loaded literary texts especially in a sense of respecting other people with different cultures. They also perceived that the cultural elements in literary texts helped them in improving their English language learning, especially in enriching their vocabulary. It was also discovered that there was a significant relationship between students' attitudes and perceptions on the role of cultural elements in literary text to improve their language learning. However, the students' education levels influenced neither the attitudes nor the perceptions. It is important to note that literary texts have the potential in enhancing students' linguistic competence and cultural competence, therefore, they should be integrated in the curriculum for other programmes and not only for English language programmes.

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The role of literature and literary texts in an EFL context: Cultural awareness and language skills

Cited by 10 publications

References 7 publications

İngilizce öğrenenlerin kültürel farkındalık, kişisel fikir ve dil becerileri konusunda edebiyat kullanımına yönelik tutumları

İngilizce öğrenenlerin kültürel farkındalık, kişisel fikir ve dil becerileri konusunda edebiyat kullanımına yönelik tutumları

An Affective Approach to Teaching Literature: I Feel Therefore I am

Students’ Attitudes and Perceptions towards Cultural Elements in Literary Texts

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