Unit in "Intensive" Reading

Sauze, E. B. de

doi:10.2307/318214

Cited by 2 publications

(1 citation statement)

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“…In the same manner as WWI had done away with the perceived arbitrariness of literary interpretation and focused attention on the sure values of referential content, so did WWII lead to a distrust of arbitrary wordsmithery and a focus on reliable, scientific descriptions of language and grammar. 2 One of the indirect effects of this grammatical turn was the often abusive treatment of literary texts as pre-texts for grammatical drills and exercises (e.g., de Sauzé, 1945;Lenz, 1945).…”

Section: -1945mentioning

confidence: 99%

The Avatars of Literature in Language Study

Kramsch

2000

The Modern Language Journal

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This article documents the changing role that literature has played in foreign language teaching as seen through the articles published in the MLJ between 1916 and 1999. Literature has been used for the aesthetic education of the few (1910s), for the literacy of the many (1920s), for moral and vocational uplift (1930s–1940s), for ideational content (1950s), for humanistic inspiration (1960s–1970s), and for providing an ‘authentic’ experience of the target culture (1980s–1990s). At the present time, although the study and the teaching of literature are virtually absent from the MLJ, ‘literariness’ in language acquisition research is far from dead. By illuminating the pervasive presence of the literary in the teaching of foreign languages over the century, this retrospective may provide support for the current interest in voice, style, and culture in applied linguistics and help this strand of research find its way in the pages of the MLJ.

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Section: -1945mentioning

confidence: 99%