Comparing the effects of explicit and implicit teaching using literary and nonliterary materials on learner’s pragmatic comprehension and production

Hosseini, Mohammad Baqerzadeh; Pourghasemian, Hossein

doi:10.1080/2331186x.2019.1662979

Cited by 5 publications

(3 citation statements)

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“…Literature can be employed as a material for both explicit and implicit teaching. Literature has long been used in teaching English as a resource providing both motivating and authentic content (Hosseini & Pourghasemian, 2019). Also, it was found that most students were highly motivated in the learning process and felt more confident about reading literature due to some features in the system, such as 'self-paced learning, proper content arrangement, self-access learning, and user-'friendliness' (Chang, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Rokhmah,

Purwaningsih,

Anggawirya

et al. 2024

E-Structural

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Abstract. Literary works and language teaching need more prior focus on their investigation, specifically on seeing how those two things affect language proficiency. This study aims to investigate the effectiveness of teaching literature in improving students' English proficiency while also considering other aspects such as empathy, emotional intelligence, and aesthetic satisfaction. The method used was a pre-experimental design with a sample of 28 students. Before the intervention, a needs analysis was conducted to measure students' reading literacy, reading interest, and aesthetic interaction with literature. Learning objectives designed based on this needs analysis were then implemented. The data were taken through conducting need analysis, treatment, and measurement. The findings showed a significant increase in the student's English proficiency, with approximately 82% increases in empathy scores, 35% in emotional intelligence, and 20% in aesthetic satisfaction. These results indicate that literature is an effective tool for language teaching and contributes to students' holistic development in other aspects of life.Keywords: children's literature; emotional intelligence; language development; teaching literatureAbstrak. Penelitian ini bertujuan untuk mengetahui efektivitas pengajaran sastra dalam meningkatkan kemahiran bahasa Inggris siswa, serta mempertimbangkan aspek lain seperti empati, kecerdasan emosional, dan kepuasan estetika. Metodologi yang digunakan adalah desain pra-eksperimental dengan sampel sebanyak 28 siswa. Sebelum melakukan intervensi, dilakukan analisis kebutuhan untuk mengukur literasi membaca siswa, minat membaca, dan interaksi estetika dengan sastra. Tujuan pembelajaran yang dirancang berdasarkan hasil analisis kebutuhan ini kemudian dilaksanakan. Temuan menunjukkan bahwa terdapat peningkatan yang signifikan dalam kemahiran bahasa Inggris siswa, dengan peningkatan skor empati sekitar 82%, kecerdasan emosional sebesar 35%, dan kepuasan estetika sebesar 20%. Hasil ini menunjukkan bahwa sastra tidak hanya merupakan alat yang efektif untuk pengajaran bahasa tetapi juga memberikan kontribusi terhadap perkembangan holistik siswa dalam aspek kehidupan lainnya.Kata kunci: kecerdasan emosional; perkembangan bahasa; pengajaran sastra; sastra anak

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Section: Introductionmentioning

confidence: 99%

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Rokhmah,

Purwaningsih,

Anggawirya

et al. 2024

E-Structural

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“…The results of a study by Alamri and Rogers (2018) indicated that explicit instruction within the context of strategy development improved learners' ability to notice vocabulary items leading to an increase in vocabulary intake. Hosseini et al (2019) compared the effects of explicit and implicit teaching using literary and nonliterary materials on learner's pragmatic comprehension and production. Their findings showed that explicit instruction led to better performance of the participants in terms of pragmatic knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…As a review of previous studies on explicit, implicit teaching (e.g., Ahmadian, 2020;Alamri & Rogers, 2018;Ballou, 2012;Boardman et al, 2017;Coyne et al, 2007;Davatgari Asl & Moradinejad, 2016;Elleman et al, 2009;Hosseini et al, 2019;Innajih, 2007;Maynard et al, 2010;Pollard-Durodola et al, 2011) and connectors and cohesive devices (e.g., Das & Taboada, 2017;Goldman & Murray, 1992;Haberlandt, 1982;Kleijn, 2018;Kleijn et al, 2019;Narita & Sugiura, 2006;Quirk et al, 1985;A. Rahimi & Ghannadzadeh, 2010) indicates, no study has so far attempted to examine the effects of explicit and implicit teaching of connectors on the reading comprehension performance of EFL learners.…”

Section: Introductionmentioning

confidence: 99%

The effects of explicit and implicit teaching of connectors on the reading comprehension performance of Iranian EFL learners

Safaie

2020

Cogent Education

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Reading comprehension is considered a salient source of input and an important language skill in English as Foreign Language (EFL) learning contexts. Moreover, connectors are regarded as main constituents of reading materials. Connectors refer to linguistic devices which provide cohesion in texts and thus are highly likely to contribute to the reading comprehension process. Due to the importance of reading comprehension as a main language skill and the significance of connectors in the reading process, the present study set out to investigate the effects of explicit and implicit teaching of connectors on the reading comprehension performance of Iranian EFL learners. The participants were 60 Iranian male intermediate EFL learners studying in intact classes. The study adopted a pretestposttest design and the data were collected through administering Preliminary English Test (PET) which included reading, listening, speaking, and writing. PET was initially used to make sure that the selected learners were homogenized in terms of overall language proficiency and reading comprehension performance. As for treatment, the explicit teaching group received a full explanation for connectors used in texts while the implicit teaching group was just exposed to examples of connectors in texts. A reading section from another version of PET was used as Sepehr Safaie ABOUT THE AUTHOR Sepehr Safaie obtained his M.A degree in TEFL from Islamic Azad University Roudehen branch in Tehran, Iran. He has been teaching general English language courses for 30 years. His main areas of research interest include reading, vocabulary and grammar. PUBLIC INTEREST STATEMENTReading comprehension is regarded as an important language skill. Therefore, it is highly important to make efforts in order to improve reading comprehension. Reading has many elements including vocabulary, grammar, etc. One of the categories of vocabulary which is related to grammar as well is connectors which provide a text with cohesion. Thus, focusing on connectors in teaching is likely to help learners improve their reading comprehension. In this study, two methods for teaching connectors including explicit and implicit instruction were tested. In explicit teaching, connectors were fully explained to the learners while in implicit teaching no direct explanation was used and learners were just exposed to examples of connectors in texts. The results showed that both explicit and implicit teaching of connectors were useful ways to improve reading comprehension. Moreover, it was found that explicit teaching of connectors was more useful than implicit instruction for enhancing reading comprehension.

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Study of pragmatic analysis of literature on the development of ELT students’ receptive and productive skills: A case of North Cyprus

Munir,

Yavuz

2024

Heliyon

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Comparing the effects of explicit and implicit teaching using literary and nonliterary materials on learner’s pragmatic comprehension and production

Cited by 5 publications

References 19 publications

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

The effects of explicit and implicit teaching of connectors on the reading comprehension performance of Iranian EFL learners

Study of pragmatic analysis of literature on the development of ELT students’ receptive and productive skills: A case of North Cyprus

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