Literature in EFL/ESL Classroom

Khatib, Mohammad; Rezaei, Saeed; Derakhshan, Ali

doi:10.5539/elt.v4n1p201

Cited by 84 publications

(85 citation statements)

References 24 publications

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“…These models, also supported by more recent classifications (Khatib, Rezaei, & Derakhshan, 2011;Van, 2009), are not mutually exclusive, but we suggest that strong inclinations towards one or another have been noticeable in different areas of ELT. Our contention is that, in stark coincidence with the differing social contexts favoring either BANA (Britain, Australasia, and North America) or TESEP (tertiary, secondary, primary) methodologies (Holliday, 1994), the language model has prevailed in global textbooks aimed at bilingual schools in the private sector; whereas the dominance of the cultural model has seldom been discussed in English language teacher education.…”

Section: Literature Reviewsupporting

confidence: 84%

Reading Logs and Literature Teaching Models in English Language Teacher Education

Delarriva

Basabe

2015

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Reading logs are regularly used in foreign language education since they are not only critical in the development of reading comprehension but may also be instrumental in taking readers beyond the referential into the representational realms of language. In this paper we offer the results of a qualitative analysis of a series of reading logs written by advanced students for a literature course in an English language teacher education program in Argentina. The logs were coded according to the different literature teaching models followed in the program, which let us ponder on the applicability and usefulness of reading logs, and on the need to promote diversity in literature teaching in English language teacher education.Key words: English language teacher education, English literature teaching, reading comprehension, reading logs.Los dia rios de lec tu ra sue len ser usa dos en la en se ñan za de una len gua ex tran je ra para el de sa rro llo no sólo de la com pren sión lec to ra sino tam bién de los usos re pre sen ta cio na les del len gua je. En este traba jo ofre ce mos los re sul ta dos de un aná li sis cua li ta ti vo de una se rie de dia rios de lec tu ra com pues tos por es tu dian tes de un ni vel avan za do de in glés en un pro gra ma de for ma ción do cen te en Argen ti na. Éstos fue ron co di fi ca dos en fun ción de los dis tin tos mo de los de en se ñan za de la li te ra tura se gui dos en el progra ma, lo que nos per mi tió una re fle xión so bre la apli ca bi li dad de los dia rios de lec tu ra y so bre la ne ce sidad de di ver si dad en la en se ñan za de la literatura en la formación docente del profesorado en inglés. http://dx.doi. org/10.19183/how.22.2.150 Pa la bras cla ve: com pre sión lec to ra, dia rios de lec tu ra, en se ñan za de li te ra tu ra in gle sa, for ma ción do cen te en in glés.

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Section: Literature Reviewsupporting

confidence: 84%

Reading Logs and Literature Teaching Models in English Language Teacher Education

Delarriva

Basabe

2015

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“…Short narratives are types of literary genre that leaves a lot of things unsaid leading to further implications for readers. Thus, it heightens students' sensitivity to the hidden aspects and implied meanings existing at the heart of the text (Khatib, Rezaei & Derakhshan 2011). Ghasemi and Hajizadeh (2011, p. 69) stated clearly that 'while in reading non-literary material students learn to read the lines and decode the meaning, in reading short stories they learn to read between the lines.…”

Section: Narratives and Critical Thinking Skillsmentioning

confidence: 99%

From Narativity to Criticality: Developing EFL Learners’ Critical Thinking Skills through Short Narratives/Stories Reading

Pashangzadeh

Ahmadian

Yazdani

2016

ELR

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Regarding the ever presence of narratives/stories in almost all aspects of human beings' lives and the significance of Critical Thinking (CT) as an important factor in directing students to avenues of success in both educational and non-educational contexts, this study attempted to investigate the effectiveness of reading short narratives in EFL learners' CT skills development. To this end, 59 undergraduate EFL learners majoring in English translation participated in the study. Taking into consideration the participants' homogeneity in language

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“…In the era of Grammar Translation Method (GTM), literature was initially the main source of input for teaching in English classes since its main focus was on reading and translating literary texts as good examples of writing and "illustrations of grammatical rules" (Duff & Maley, 1990, p. 3;cited in Rahimi, 2014). However, as the Communicative Language Teaching (CLT) emerged in the late 1970s, literature was neglected and more attention was given to dialogues and conversations which were more practical and visible in the real world situation (Khatib, Rezaei, & Derakhshan, 2011). After being neglected for a long time, literature was revived as a language learning material in the middle of 1980s (Duff & Maley, 1991).…”

Section: Introductionmentioning

confidence: 99%

The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

Amirani¹,

Tahriri²,

Barekat³

2016

IJRSLL

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This study reports on an investigation into the motivation and attitudes of Iranian EFL learners towards an integrated approach to teaching literature that was a blend of three models, i.e., language model, cultural model, and personal growth model. To this end, the study was carried out among 40 female EFL learners of intermediate level with 12 hours of instruction in a language center in Rasht, Iran. The participants were randomly assigned into two groups, namely an experimental and a control group. In the experimental group, the suggested integrated approach was utilized whereas the method used for the control group was based on the lecture-based one. A pre-test post-test control group design was followed and the data were collected through attitude and motivation questionnaires. The results revealed that both groups improved in terms of their motivation, of which the magnitude for the experimental group was higher. In addition, the participants in the experimental group held very positive attitudes towards the integrated approach and literature overall and they favored the integrated approach more than that of the control group. The findings shed some light on why and how to teach English literature in EFL classes and provide some recommendations for students, teachers, policy makers, and syllabus designers in order to move from traditional approaches to more innovative ways of teaching literature.

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Literature in EFL/ESL Classroom

Cited by 84 publications

References 24 publications

Reading Logs and Literature Teaching Models in English Language Teacher Education

Reading Logs and Literature Teaching Models in English Language Teacher Education

From Narativity to Criticality: Developing EFL Learners’ Critical Thinking Skills through Short Narratives/Stories Reading

The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

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