The mission of literature in ELT has undergone a change for the last century. Once both a vehicle and an aim for teaching foreign language, literature now seems to remain out of center. Although it has various benefits for language learners, it reaches language classes only when the teacher is willing to make use of it, which is suggested by the studies conducted on teaching literature (Ross, 1991;Timuçin, 2001;Wang, 2009). Following the language teacher, coursebooks are the second primary input source in a classroom. In other words, if a teacher is reluctant to use literary texts in the lesson, the coursebook is the only provider for literature to be benefited. Therefore, this study aims at exploring to what extent literary texts and literary elements are used in ELT coursebooks. ELT coursebooks used in the preparatory schools of state universities in Ankara were analyzed for literary texts and elements. In addition, two ELT coursebook series which were published in the last 20 years and are not used anymore were analyzed in order to see whether ELT coursebooks differ with regard to the quantity of literary texts and elements in the last 20 years. In total, 22 coursebooks from different levels were analyzed. The finding reveals that ELT coursebooks contain bits and pieces of literature and there has been decrease in the number of literary texts in the currently used coursebooks.

This study aims to analyze the way one EFL teacher maintains and promotes extended student talk in an EFL Listening and Speaking Course at tertiary level via conversation analytic perspective. Promoting extended student turns is one of the main goals of meaning and fluency contexts in language classroom discourse (Seedhouse, 2004), thus, it is of quite importance to study extended student talk in a microanalytic and detailed way. The data were collected from an EFL class at a private university in Turkey. Listening and Speaking course was audio-recorded for nine classroom hours over five weeks. The data were transcribed using Jefferson transcription system (Jefferson, 2004). The study revealed that the participants systematically follow an organized sequential path leading to extended learner turns. The sequential unfolding of eliciting extended student talk involves alternative questions as a sequence opener and elaboration questions as follow-ups. When students initiate word search sequence, the teacher addresses students' emergent word searches and withholds evaluation turn via minimal response tokens. In addition, on-the-spot decision making such as providing planning time stimulates extended learner talk in subsequent turns. The findings offer some suggestions for the practitioners who would like to promote extended student talk and facilitate learning opportunities in their language classes and contribute to the EFL classroom interaction research.

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