Language-literature integration in high-school EFL education: investigating students’ perspectives

Viana, Vander; Zyngier, Sônia

doi:10.1080/17501229.2019.1608999

Cited by 14 publications

(16 citation statements)

References 26 publications

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“…For them, literature was a new language learning experience and it was suitable to improve accuracy and fluency, promote engagement, enhance personal development and develop learner autonomy that enabled them to assume more responsibility to regulate their own learning. These arguments would be consistent with the findings of several prior studies which support the integration of literature into language teaching (Tatsuki, 2015;Nance, 2010;Bloemert et al, 2017;Viana & Zyngier, 2019;Arboleda-Arboleda & Castro-Garces, 2019). While the majority of the participants stated that they defend the merits of literature as a valuable source to extend language use, a much lower percentage seemed to believe otherwise.…”

Section: Discussionsupporting

confidence: 87%

“…An ample amount of research evolved around the inclusion of literature in second language teaching to provide some of the strongest rationales for language acquisition (Collie & Slater 1987;Duff & Maley, 1990;Lasagabaster, 1999;Weist, 2004;Barrette et al, 2010;Nance, 2010;Bloemert et al, 2017;Viana & Zyngier, 2019;Tsang et al, 2020). The widespread idea is that language and literature are mutually supporting experiences and they can work in tandem to progress to advanced-level language competencies; thus, the inclusion of literary texts in language instruction is an essential grounding for arming learners with not only linguistic knowledge but also cultural knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Literature-Based Instruction: A Worthwhile Approach for the Mastery of a Second Language

Mart

2021

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Literature has the potential to encourage learners to become cognisant of patterns and linguistic features of the language because it creates an environment where the applications of the language can function. A growing body of literature has supported the incorporation of literature in second language teaching on the grounds that literature signifies a wide range of accurate use of the language features that paves the way for learning the target language. The present paper attempted to explore the perceptions of learners about welcoming literature in the language classroom for extending language use. The data presented in this study are from interviews. 60 senioryear ELT students were interviewed to reveal their attitudes towards the inclusion of literature into language teaching. Although a small number of the participants questioned the effectiveness of literature, a large number of the participants enumerated several reasons for the inclusion of literature in language learning. The results of the interview highlight the premise that the incorporation of literature into language teaching is shown to be worthwhile for offering a new language learning experience, creating a medium to promote engagement, providing an avenue for coming to good terms with personal development, building an ethos to enhance accuracy and fluency, and constituting ideal occasions to develop learner autonomy.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Literature-Based Instruction: A Worthwhile Approach for the Mastery of a Second Language

Mart

2021

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“…Moreover, the interviews revealed that pedagogical strategies adopted by teachers contributed to metrophobia. This view is supported by Viana and Zyngier (2019) who commented that teachers pedagogical approach was “reductionist” and prescriptive; thus, denying the learners opportunities to genuinely interact with the taught poems. Moreover, the study lends credence to Vala et al.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…Zelenáková, further, attributes the negative attitude of students to poetry to teachers who foist their own meanings of the poems on the students. According to Viana and Zyngier (2019), teachers usually approach the teaching of literature “… in a reductionist way in which students are expected to extract information from texts rather than experience them”.…”

Section: Introductionmentioning

confidence: 99%

Fear of poetry among preservice teachers in Nigeria

Timothy

Obiekezie

2019

Heliyon

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A B S T R A C TLiterature-in-English is a prerequisite for admission into certain programmes in the university in Nigeria. Courses like English and Literary Studies, Linguistics, Law, Theatre and Media Studies require at least a Credit pass in Literature -in -English at the Senior School Certificate Examination (SSCE). Unfortunately, students' performance over the years has been consistently poor, especially in poetry. Therefore, many students' career aspirations have been delayed or truncated. This poor performance is often attributed to teachers' poor attitude to the subject and the consequent poor pedagogy. This study, therefore, examined pre-service teachers' attitude to the teaching of poetry. Participants were sixty-seven (67) pre-service teachers of English in a federal university in South-Eastern Nigeria. Data collection was through a semi-structured questionnaire and an in-depth interview. The result revealed that only four participants (6%) expressed a preference for teaching poetry, while 63 (94%) said they would rather not teach poetry. An in-depth interview revealed that participants' developed the phobia for poetry (metrophobia) from their experiences of learning poetry at the secondary school level and beyond. The study suggests pathways to prevent metrophobia in pre-service teachers and students of Literature-in-English.

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“…The three elements that students valued most about literature as part of their course were social interactionactive individual readingtheoretical and skill scaffolding (185), and Nguyen developed a provisional model of L2 literature teaching from these elements. Viana and Zyngier (2020) reported on a Literary Awareness (LitAw) workshop in a Brazilian federal high school. At the end of each workshop, students wrote a reflective account, which fulfilled two purposes: to promote students' criticality and reflexivity; and to enable teachers to evaluate their reading.…”

Section: Literature In L2 Teaching: How?mentioning

confidence: 99%

Literature in secondary EFL class: case studies of four experienced teachers’ reading programmes in China

Sun

2021

The Language Learning Journal

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The benefits of using literature in second or foreign language teaching have been re-gaining attention and recognition in recent years. With the aim of exploring possible pedagogical approaches and teacher perceptions, this study investigates four reading programmes implemented by experienced teachers in Chinse secondary schools. Different young adult novels were used in these programmes, facilitated by such activities as keeping a reading log and explicit vocabulary learning. This exploratory multiple case study lasted for six months, collecting data from teacher participants' reflective journals, semi-structured interviews, related documents, and artefacts. Using the framework of comprehensive approach to foreign literature teaching (Bloemert et al. 2019. Students' perspective on the benefits of EFL literature education. The Language Learning Journal 47, no. 3: 371-384), this study finds that only two of the four dimensions were implemented by the teacher participants: language approach was used predominantly in supporting the reading programmes, while reader approach was mainly applied in writing-after-reading activities. This study provides evidence that reading-writing integration into L2 literature teaching promotes reflection on reading content and internalisation of language input. By presenting some of the difficulties and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future practice and research.

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Language-literature integration in high-school EFL education: investigating students’ perspectives

Cited by 14 publications

References 26 publications

Literature-Based Instruction: A Worthwhile Approach for the Mastery of a Second Language

Literature-Based Instruction: A Worthwhile Approach for the Mastery of a Second Language

Fear of poetry among preservice teachers in Nigeria

Literature in secondary EFL class: case studies of four experienced teachers’ reading programmes in China

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