Literature in Language Education

Hall, Geoff

doi:10.1057/9781137331847

Cited by 86 publications

(85 citation statements)

References 129 publications

(216 reference statements)

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“…As a resource for delivering both motivating and authentic content, literature has long been used in language teaching. Besides its contribution to the development of grammatical and lexical knowledge, literature can be utilized as a means of familiarizing the learners with the social practices and norms of the target culture (Allington & Swann, 2009;Hall, 2005;Kim 2004). In other words, it can cater to both pragmalinguistic and sociopragmatic dimensions of pragmatic competence, and hence seems to be an appropriate means for delivering pragmatic instruction.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Potential of Explicit/Implicit Teaching through Plays for EFL Learners’ Pragmatic Development

Hosseini¹,

Safari²

2018

The Journal of AsiaTEFL

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The present study investigated the possible contribution of plays as a medium of instruction for pragmatic development through explicit and implicit instruction. To this end, 80 English-major university students formed four intact experimental groups: two literary and two nonliterary groups. One of the literary groups (Implicit Play) received typographically enhanced plays containing the speech acts of apology, request, and refusal, and the other (Explicit Play) received the same plus metapragmatic instruction on the speech acts. The medium of instruction for the nonliterary groups were dialogs containing the given functions; they were also given either enhanced input (Implicit Dialog) or input plus metapragmatic information (Explicit Dialog). All the groups took a written discourse completion test (WDCT) and a multiple-choice discourse completion test (MDCT) before and after instruction. Analysis of the groups' performance on the WDCT pretest and posttest did not show an advantage for the literary medium, that is, there was no significant difference between literary and nonliterary groups. It was rather the mode of instruction that mattered most; explicit groups outperformed their implicit counterparts. As for the groups' performance on the MDCT pre and posttest, analyses revealed that the groups had improved, but there was no significant difference among the groups as a result of the four teaching conditions, suggesting that pragmatic instruction regardless of the medium and mode of teaching can improve learners' knowledge of speech acts.

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Section: Introductionmentioning

confidence: 99%

Exploring the Potential of Explicit/Implicit Teaching through Plays for EFL Learners’ Pragmatic Development

Hosseini¹,

Safari²

2018

The Journal of AsiaTEFL

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“…Only 2 students (7%) did not see how poetry may transform them, saying that the language of poetry was difficult. Surprisingly, these two students were in fact doing quite well judging from their weekly assignments/performances, hence demonstrating the discrepancy of language proficiency and literary interests which often occurr in EFL (Akyel & Yalcin, 1990;Hall, 2005).…”

Section: Reflection On Using Poetry For Sustainabilitymentioning

confidence: 92%

Ecohumanism in Teaching Poetry for EFL Students in Indonesia

Dewi

2018

GEMA

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This article presents a research report on poetry teaching to Indonesian EFL students to investigate their environmental concerns. It first explores the theoretical concepts of global citizenship in the teaching of language and literature in the light of Ecohumanism. Applying metacognitive strategy or self-regulatory learning method, this study uses students' evaluation results, assignments, and reflection notes as data sources. It aims to find out to what extent reading and subsequently writing poems about the environment can raise students' awareness to care for the sustainability of earth resources. The present study reveals that, firstly, there is a lack of concern for the care of the earth, proven by the students' choice of poems to read and write. Secondly, the study shows that self-regulatory learning is suitable to implement here as shown from the students' expanding interests to deal critically with people-nature relationships through poetry reading and writing at the later stage. This study concludes that Ecohumanism as an educational paradigm can establish rationale to include ecology in language and literature teaching. The "what, how, why, and what next" in language and literature teaching should then be geared and habituated continually towards respecting Earth in this mutually dependent world.

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“…Along with this stance, several works acknowledge the complementation of language and literature. For instance, Hall (2005), has stressed the usefulness of literature in language education. Also, Carter and Long (1991), Choudhary (2016), Collie and Slater, (1987) and Lazar (1993) have acknowledged that literature promotes motivation in the classroom.…”

Section: Stylistics In Language and Literature Pedagogy The Importancmentioning

confidence: 99%

Transitivity, paradigmatic choices, and thought presentation: A stylistic analysis of Joyce’s Eveline

Cunanan

2019

Indonesian J. Appl. Linguist.

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This paper shows how analyzing styles in fiction can be achieved in three ways: an in-depth examination of the role assignment of lexico-syntactic features, categorization of the choices in combining words, and examination of strategies in presenting characters' perspectives. It offers ways on how to guide students in English as a second language (ESL) in analyzing and appreciating English fiction. It aims to equip them with language tools in evaluating a writer's intended and desired aesthetic effects by using chosen linguistic features. To achieve this objective, this paper applies M.A.K. Halliday's systemic-functional grammatical model illustrating how language works in Joyce's Eveline, a short story. Specifically, this paper shows how EFL or ESL students can acquire a deeper appreciation of the worldview, perspective, or point of view of the author and his characters. Also, it illustrates how they may have a deeper appreciation of the craft, originality, and ingenuity of an author. Moreover, it demonstrates how using different techniques in speech and thought presentation could be made accessible by showing how rendering thoughts, feelings, and expressions can offer new perceptions and appreciations of what seems to be habitualized and ineffectual. did not find, was about to explore, remembered, had seen, felt elated, loves, felt pleasantly confused, had begun to like, noticed, remembered, could hear, knew, remembered, heard, remembered, mused, heard, wanted to live, knew, caught a glimpse, felt, and felt.

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Literature in Language Education

Cited by 86 publications

References 129 publications

Exploring the Potential of Explicit/Implicit Teaching through Plays for EFL Learners’ Pragmatic Development

Exploring the Potential of Explicit/Implicit Teaching through Plays for EFL Learners’ Pragmatic Development

Ecohumanism in Teaching Poetry for EFL Students in Indonesia

Transitivity, paradigmatic choices, and thought presentation: A stylistic analysis of Joyce’s Eveline

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