Teaching literature in a foreign language

Gilroy, Marie; Parkinson, Brian

doi:10.1017/s026144480000851x

Cited by 38 publications

(28 citation statements)

References 44 publications

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“…Analysis of 22 ELT coursebooks from different levels and different series illustrates that literary texts and references are not used as frequent as Gilroy & Parkinson (1996) suggested.…”

Section: Resultsmentioning

confidence: 99%

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A Quest for Literature in Elt Coursebooks

Gümüşok¹

2013

TAKSAD

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The mission of literature in ELT has undergone a change for the last century. Once both a vehicle and an aim for teaching foreign language, literature now seems to remain out of center. Although it has various benefits for language learners, it reaches language classes only when the teacher is willing to make use of it, which is suggested by the studies conducted on teaching literature (Ross, 1991;Timuçin, 2001;Wang, 2009). Following the language teacher, coursebooks are the second primary input source in a classroom. In other words, if a teacher is reluctant to use literary texts in the lesson, the coursebook is the only provider for literature to be benefited. Therefore, this study aims at exploring to what extent literary texts and literary elements are used in ELT coursebooks. ELT coursebooks used in the preparatory schools of state universities in Ankara were analyzed for literary texts and elements. In addition, two ELT coursebook series which were published in the last 20 years and are not used anymore were analyzed in order to see whether ELT coursebooks differ with regard to the quantity of literary texts and elements in the last 20 years. In total, 22 coursebooks from different levels were analyzed. The finding reveals that ELT coursebooks contain bits and pieces of literature and there has been decrease in the number of literary texts in the currently used coursebooks.

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“…Analysis of 22 ELT coursebooks from different levels and different series illustrates that literary texts and references are not used as frequent as Gilroy & Parkinson (1996) suggested.…”

Section: Resultsmentioning

confidence: 99%

“…Gilroy & Parkinson (1996) analyzed a few methodology and stylistics books for teachers and textbooks for learners. They found that in many countries the EFL textbooks are still bunches of literary texts.…”

Section: Introductionmentioning

confidence: 99%

A Quest for Literature in Elt Coursebooks

Gümüşok¹

2013

TAKSAD

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“…Gilroy and Parkinson (1997), Belcher and Hirvela (2000), Yang (2001), Vandrick (2003), Kim (2004) and Sánchez (2008) discuss how to use literature to teach English as a foreign language. Schröder (1977), Keunen and Eeckhouf (2001), Denka (2005) and Hall (2005) focus on the position of literature in foreign language teaching.…”

Section: The Role Of Literature In the Language Classroommentioning

confidence: 99%

The Potential of Literary Texts in the Language Classroom: The Study of Linguistic Functions

Hernández

2017

ODISEA

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Abstract:Communication in a second language is a type of achievement which requires a very functional use of the language, resulting in the students’ ability to express needs, desires, feelings and attitudes. Both oral and written communication should be immediate and onging from the point when students start studying a language and should provide them with a sense of progress in the foreign language. In order to achieve effective and motivating communication, it is usually necessary to go beyond the forms of the language or to use other input which differ from the traditional coursebook. In this sense, literary texts present a never-ending source of resources for studying and communicating in a foreign language. This paper presents an integrated approach to the study of language and literature, highlighting the potential of literary texts when studying the characteristics of a language and paying special attention to how linguistic functions can be explored, studied and practiced through literary texts.Keywords: linguistic functions, literature, language.Título en español: El potencial de los textos literarios en el aula de idioma: Estudio de las funciones lingüísticas.Resumen:La comunicación en una lengua extranjera requiere un uso funcional de la lengua, lo que da como resultado la capacidad de los estudiantes para expresar deseos, necesidades, sentimientos y actitudes. Tanto la comunicación oral como la escrita deben ser inmediatas desde el momento en que se comienza a estudiar una lengua y deberían proporcionar al usuario una sensación de progreso en la lengua extranjera. Para lograr una comunicación efectiva y motivadora, es necesario ir más allá de las formas de la lengua o utilizar materiales diferentes del libro de texto. En este sentido, los textos literarios presentan una fuente inagotable de recursos para estudiar y comunicarse en una lengua extranjera. En este trabajo se presenta un enfoque integrado para el estudio de la lengua y la literatura, poniendo de manifiesto el potencial de los textos literarios para explorar las características del lenguaje y prestando especial atención a la exploración, estudio y práctica de las funciones lingüísticas a través de los textos literarios.Palabras clave: funciones lingüísticas, literatura, lengua.

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“…The wide range of genres, accepted as literature, extends its potential influence in classes going beyond the teaching of Italian and school. The use of literary texts in class was widely discussed by a specific and wide literature (Maley & Duff, 1989;Carter, Walker, & Brumfit, 1989;Widdowson, 1990;Kramsch, 1993;Lazar, 1993;Carter & McRae, 1996;Edmondson, 1997) and some scholars (Gilroy & Parkinson, 1997;Belcher & Hirvela, 2000;Yang, 2001;Vandrick, 2003;Kim, 2004;Sánchez, 2008;Parkinson & Reid, 2000, pp. 9-11) mainly support the idea that the role of literature is to provide an excellent model for a "good writing", demanded by educational strategies that leverage on "vicarious" processes (Reuchlin, 1978;Bertoz, 2015).…”

Section: Development Of Literary Competence In the Initial Education mentioning

confidence: 99%

The “Competent Literary” Teacher: The New Perspectives of Initial Teacher Training

Nuzzaci¹,

Nirchi²,

Luciani³

2016

JLAS

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The aim of the paper is to describe the literary competence of teachers as a dimension of the knowledge for the teaching, which can be extended to all aspects of the professional teacher transformation. Among the various knowledge, competences, and dispositions the shape its legacy, the literary competence becomes the main turning point between pedagogical knowledge and specialized knowledge, between core and characterizing disciplines. The literary competence lives in the intersection between different kinds of competence (linguistic competence, communication competence, reading competence, writing competences, interpretive competence, discursive competence, cultural competence, cross-cultural competence, pragmatic and strategic competence and social competence). The approach offers a framework for pedagogy of the literary competence in the teacher training as substantial experience and expertise able to increase the professional repertoire of teachers in training fields. This paper provides food for thought for enrichment and enhancement of the literary competence and its use in teaching.

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Teaching literature in a foreign language

Cited by 38 publications

References 44 publications

A Quest for Literature in Elt Coursebooks

A Quest for Literature in Elt Coursebooks

The Potential of Literary Texts in the Language Classroom: The Study of Linguistic Functions

The “Competent Literary” Teacher: The New Perspectives of Initial Teacher Training

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