The role of literature in instructed foreign language learning and teaching: An evidence-based survey

Abstract

The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

Approaching Reading Development through Children’s Literature: Insights from A Case Study of the University Student with Low English Proficiency

“…In the one-on-one read-aloud sessions of this study, the EFL learner's needs in terms of these four areas were addressed with individual scaffolding and explicit teaching by the instructor. As Paran (2008) This study has a number of limitations. First of all, this study only analyzed the effects of one reading approach, without any direct comparison with other approaches.…”

“…A growing interest is shown in the use of children's literature in teaching and learning of less proficient EFL learners (Paran, 2008). The rationales for using children's literature are (1) it offers authentic and meaningful context that facilitates L2 vocabulary acquisition and grammatical awareness, and (2) it is part of a country's culture and thus reading it promotes L2 learners' cross-cultural awareness and understanding (Lee & Mallinder, 2012;Malu, 2013;Sell, 2005).…”

The Inclusion of Literature Components in Malaysian English Papers: the Challenges and Pros in Teaching and Learning

“…For instance, initially school teachers were worried because they had no training in administering the teaching of this new component. Some may have taken literature as a course back when they were a teacher trainee in college, but majority have limited knowledge of the teaching methodologies that lie behind the use of literature in English language teaching (Paran, 2008). Others express their concern about coping with the time to cover the whole syllabus with the inclusion of the extra component into the English language syllabus (Isa & Mahmud, 2012).…”

“…Concurrent with literature learning process, teachers" pedagogical content knowledge and content knowledge are important in developing learners" skills. This is highlighted by Donato & Brooks (2004); Paran (2008) that "literature instructors are very important in drawing on knowledge in language learning and teaching, and putting that knowledge into use in their classroom".…”

Improving Students’ Low Class Participation in Speaking Activities by Using Drama Technique

“…According to Van (in Paran,2009) literary texts are effective in promoting English language developments in all four skills "through interaction, collaboration, peer teaching, and student independence,". Other scholars have also remarked on the effectiveness of using novels as teaching tools in the ESL classroom (Paran 2008) The use of literature in language teaching and learning offers some benefits. It provides learners with the access to the culture of the people whose language they are studying (Lazar, 2002, 16).…”