Teaching and Interpreting Literary Texts: Difficulties of 4th Year ELT Students at a Turkish University

Yavuz, Aysun

doi:10.1016/j.sbspro.2014.12.028

Cited by 8 publications

(6 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The message and themes become unclear since they have weak foundations in basic English to begin with When I had my literature reading, it shows that there were similar studies conducted about processing literary texts. A study from Yavuz (2014) as cited in Alkan & Günay-Erkol (2021) together with that of Afdian and Wahyuni (2020) revealed about the difficulties of international students in analyzing literary texts. It was found that the issues on processing literary texts are rooted on the poor understanding of the EFL readers on the relationship between the writer/poet, the period of the text, and the theme/s of the literary piece which are all important elements to come up with a good analysis of several literary works.…”

Section: Introductionmentioning

confidence: 99%

Lived Experiences of Senior High School Students in Processing Literary Texts: An Inquiry

Largo,

Bautista

2024

CJMS

View full text Add to dashboard Cite

The purpose of this phenomenological study is to determine the lived experiences, coping mechanisms, and insights of Senior high school students in processing various literary texts in some selected schools in the Division of Davao del Norte. With the increase of public-school students in senior high school in the Division of Davao del Norte, students experienced trouble in analyzing literary pieces given by their teacher, specifically those works that are covered in the 21st Century Literature subject. The study is conducted urgently in lieu of the widespread problem of the majority of the students’ lack of ability to effectively analyze literary texts. I used qualitative research in conducting the study because it is concerned with understanding the particular phenomenon being studied through natural observation and analysis rather than using a controlled measurement. In this study, the participants were the Senior High School Students of the school year 2023-2024. This study was conducted on fourteen (14) senior high school students in the selected public schools in the Division of Davao del Norte, equally divided into seven (7) participants for the In-Depth Interview (IDI), and another seven (7) participants for the Focus Group Discussion (FGD). The findings of the study have managed to mirror the lived experiences of Senior High School students in processing literary texts. As a Senior High School English teacher, My viewpoint on this phenomenon has expanded sufficiently, allowing me to glean richer insights from my participants specifically on how they cope with the experiences and challenges they have encountered from this study. The significant findings that they shared have greatly contributed valuable lessons that I, as an English teacher, find beneficial to internalize and implement in real-world scenarios.

show abstract

Section: Introductionmentioning

confidence: 99%

Lived Experiences of Senior High School Students in Processing Literary Texts: An Inquiry

Largo,

Bautista

2024

CJMS

View full text Add to dashboard Cite

show abstract

“…Researchers tend to focus on regions such as Farida and Sinha (2014), who write about challenges of introducing English literature to Bangladeshi students. In turn, Yavuz (2014), applies his study to Turkish students. Back to Chesterman (1983), Finland becomes the region of his study.…”

Section: Introductionmentioning

confidence: 99%

Introduction to English Literature for Arab Students

Dohal

2024

rgn

View full text Add to dashboard Cite

When a professor prepares an introduction that has this name, s/he has to deal with a lot of literary works. S/he has a single semester and a limited number of hours to accomplish the mission. What could s/he do? This prompts him/her to set limits and work on them. As we know, specifying one work for each literary genre does not mean much, but this is the only option whenever you teach non-native students. After realizing the shortcomings of the prescribed plans and their negative effects on teaching English literature to non-native speakers, I prefer to introduce my experience, and share my opinion with my colleagues in the field. Hence, I rely on my experience as a background for what I discuss in this article. I conclude that the goal of the course should focus primarily on the culture of the source language. It should be offered to students at a level that allows them to discuss, read, and criticize, and not be offered to beginners who find it difficult to master all of these literary skills. I will present this topic from personal experience and discuss it in this article.

show abstract

“…The facilitation of learners' ability to effectively convey their ideas and insights pertaining to intercultural experiences is a central objective in the IBLL model (Tambyah, 2019;Yavuz, 2014). To achieve this, learners actively participate in the constructive phase of the IBLL learning activities.…”

mentioning

confidence: 99%

Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

Haerazi,

Irawan,

Sotlikova

2023

JEELS

View full text Add to dashboard Cite

This study aimed to know the use of the interculture-based language learning (IBLL) model to improve learners’ speaking skills integrated with linguistic awareness and their responses to learning experiences. A mixed-method study was employed, employing the concurrent embedded design, to investigate the learning processes associated with the IBLL model in enhancing speaking skills. The data consisted of qualitative and quantitative data. The qualitative data were collected using observation sheets and interviews, while the qualitative data were attained using tests. The finding showed that the IBLL model facilitates learners to improve grammar competence, vocabulary acquisition, fluency, pronunciation, and description detail. The speaking improvement of learners was affected with learners’ linguistic awareness. Based on this, learners have positive responses to the use of the IBLL model in the speaking class. This study can be concluded that the use of the IBLL model was able to improve speaking skills viewed from linguistic awareness. The implication of the current study acknowledges that language learning goes beyond mere linguistic competence and it entails an exploration of cultural nuances, social contexts, and the interconnectedness between language and societal practices.

show abstract

Teaching and Interpreting Literary Texts: Difficulties of 4th Year ELT Students at a Turkish University

Cited by 8 publications

References 5 publications

Lived Experiences of Senior High School Students in Processing Literary Texts: An Inquiry

Lived Experiences of Senior High School Students in Processing Literary Texts: An Inquiry

Introduction to English Literature for Arab Students

Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

Contact Info

Product

Resources

About