Journal articles on the topic 'Literary texts and language teaching'
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Vërçani, Brunilda, and Enkela Bezati. "Literary Texts in Teaching German as a Foreign Language." European Journal of Education 2, no. 3 (September 25, 2019): 7. http://dx.doi.org/10.26417/ejed.v2i3.p7-10.
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For years into the teaching of foreign languages, the main focus has been the communication in real situations with the aim of comprehension and using of language abilities. But the teaching of foreign language, in our case the german language, cannot be understood on only one function: the communication in real situations. Learning foreign languages means that the learner have to know the history, the culture and the spirit of a nation. A way to achive that, is the literary text inclusion on the foreign language learning whose functions are more than mentioned. Literary texts can motivate the learners to arouse their curiousity and interest. This help them to understand the culture of the foreign country and to stimulate their abilities to make comparisons. The use of literary text, into the teaching of foreign languages in based on several steps, that are related to the phase before, during and after textanalysing. An important role play the criteria of the text selection, principles, learning objectives and working methods with literary text into the teaching of foreign languages.
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Amideevna, Sayyora. "HISTORICAL AND LITERARY TEXTS AS THE BASIS FOR TEACHING A NON-NATIVE LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 204–8. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-37.
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This article reveals the criteria for the selection of historical and literary texts for educational purposes. The correct selection of historical and literary texts will make it possible to correctly assess the textual basis of existing textbooks for secondary schools, and will also serve not only as a means of improving students' Russian speech, but will also play a significant role in the formation of sociolinguistic competence.
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Rabb Khan, M. Shamsur, and Ali Mohammad Alasmari. "Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 167. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.167.
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Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. It explores the historical background, covering various phases, studies from various countries, including the Arab world where literature teaching shows positive responses. The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers. It also shows how literature enriches the EFL learners’ overall learning experience.
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Rokhatoy, Abidova, and Madraimov Jafar. "The Role Of Literary Texts In Foreign Language Learning For ESP Classess." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 537–42. http://dx.doi.org/10.37547/tajssei/volume02issue11-92.
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This article discusses a novel method of using modern fiction literary texts selected according to the specifics of teaching, contains examples of various speech genres reflecting the state of the language today, and gives an idea of how communication in English takes place in various areas of communication, including professional communication in language learning process. The professional vocabulary is manifested both in the professional communication of the characters in the work and in the description of everyday situations.
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Bobkina, Jelena, Elena Domínguez Romero, and Susana Sastre-Merino. "Literature and language education." AILA Review 34, no. 2 (December 31, 2021): 145–86. http://dx.doi.org/10.1075/aila.21003.bob.
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Abstract This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.
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Al-Saeed, Shaima J., and Abdullah A. Alenezi. "Assessing the Communicative Use of Literary Texts in EFL Coursebooks." English Language and Literature Studies 11, no. 2 (May 25, 2021): 68. http://dx.doi.org/10.5539/ells.v11n2p68.
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Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauthentic literary texts are used differently, with authentic texts providing great opportunities for communication and offering a unique contribution to the EFL classroom. The study has implications for language teachers and coursebook designers in language programs. Further recommendations are made on how literature can be used communicatively.
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Milosavljević, Bojana. "Dictionary article as text in lexicology instruction." Inovacije u nastavi 33, no. 4 (2020): 13–26. http://dx.doi.org/10.5937/inovacije2004013m.
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The paper presents the possibilities of using dictionary articles from our descriptive monolingual dictionaries as texts for teaching lexicology at academic courses of teacher training faculties. The starting point of the paper is that literary texts are traditionally used in teaching languages, while other types of texts (non-literary texts) are less frequently used, which, in turn, affects students' reading literacy. The main part of the paper focuses on the qualitative analysis of the selected dictionary articles from our descriptive monolingual dictionaries, with a special emphasis on using a dictionary article in teaching lexicology as an 1) introductory text, 2) text used for identifying lexical phenomena, 3) text used for practising lexical phenomena, and 4) text as a part of the knowledge assessment test. Based on our analysis, we concluded that using dictionary articles in teaching lexicology may entail multiple benefits - acquiring the knowledge of lexicology, enriching one's vocabulary, developing language culture, but also developing lexicological knowledge, skills, and habits, which fosters preservice primary school teachers' functional literacy.
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Regmi, Lok Raj. "The Use of Literature in Language Teaching: A Pedagogical Approach from the Nepali Perspective." SCHOLARS: Journal of Arts & Humanities 4, no. 1 (February 13, 2022): 1–10. http://dx.doi.org/10.3126/sjah.v4i1.43048.
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The use of literature in language teaching is still contentious though literature occupies limited space in the language syllabi. The language teachers assume that literature has less contribution to language teaching, believing that literary materials are challenging to handle in the classroom. However, I believe that literary materials are rich in content and have the creative language use to contribute to language teaching. In this juncture, this study analyzes the use of literature in English language teaching in general and the pedagogical approaches to be practiced in particular by using qualitative and analytical research design. For this purpose, the three texts of literature: Katherine Mansfield’s “The Garden Party” (story), Kamala Das’s “An Introduction” (poem), and Anton Chekhov’s The Cherry Orchard (drama) have been used as the primary texts to design the activities under three levels of interaction. These literary texts are analyzed to show the use and pedagogy of literature in language teaching. The study concludes that literature in language teaching contributes to the language development and aesthetic purpose. Exploring the literary texts involves students in (preliminary) interaction to draw the information of the text for conceptualization. Likewise, the activities under reading between the lines inculcate different skills in students such as discussing, analyzing, exploring and characterizing; and literary texts in beyond the text section involve students in aesthetic purpose-based activities in which students apply the critical lenses and create their own texts. This study provides many language teachers with insights to handle literary texts more effectively to sharpen students’ language, inferential and intellectual skills.
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Rakhimova, Asiya Rizvanovna, and Alsu Mansurovna Nigmatullina. "Methodology for Teaching Students the Analysis of Turkish Fiction Texts." International Journal of Higher Education 8, no. 7 (October 28, 2019): 13. http://dx.doi.org/10.5430/ijhe.v8n7p13.
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When preparing specialists of Oriental studies, reading fiction in the language being studied is very effective for mastering a foreign language. The fiction text reflects not only the richness of a language and style, but also features of the development of the standard language and changes in its lexical composition. It is also expedient not only to read the literature in the studied language, but also the ability to analyze a literary work in the language this work is written. For this purpose it is necessary to teach students to use literary terms and the style of scientific analysis. Such training facilitates students' understanding of literary works in the language they study, and they use those works when writing course and diploma research papers. This article examines the stages of forming students' ability to analyze a literary work in the studied language. The important stages are the following 1) mastering literary terms and expressions, 2) the use of scientific style in the oral or written analysis of a work. In addition, the teaching comparative-contrastive analysis of the works of Turkish and Russia.
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Babina, Agata. "Teksta loma svešvalodu apguvē." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 303–21. http://dx.doi.org/10.37384/va.2022.17.18.303.
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Nowadays language learning does not mean only philological and grammar studies, but more and more emphasis is being placed on communication and acquisition of vocabulary and grammar in use by studying them in context. Common European Framework of Reference for Languages (CEFR) that is a reference for all language teachers in Europe emphasizes the actual need of plurilingual, communicative and creative approach in language teaching. Based on CEFR new Educational Standard in Latvia, including foreign language teaching, has been introduced and enters into force since September 2020. Both documents stress the importance of text use and literacy training in language studies. Several authors admit that contemporary literary texts such as flash fiction as well as song lyrics, advertisements and other texts can enrich the language learning and serve as a basis for mutual discussions, philosophical reflections as well as creative oral and written expression in the language classroom. The present article seeks to answer the following questions: - What does the text mean in the context of foreign languages studies? - What kind of text is suitable for promoting foreign language learning? - Which language specific elements can be taught by the use of texts? - What are the advantages of using literary text in foreign languages studies? The article aims to clarify the importance of the use of text, particularly literary text, in the process of foreign language acquisition, by analyzing actual regulations and linguistic publications on the subject. The article reviews such terms as text and literacy that are the clue words in the big ideas introduced by a new Latvian Educational Standard. Both, the Standard and CEFR highlight the importance of the text use and give precise indications as to how the language learner should work with oral and written text in each of the language proficiency levels. Different types of texts should be used in the learning process, from short dialogues, advertising texts to literary texts, but before any text is selected. It should not be forgotten its relevance to the specific target group of language learners, nor the didactic objectives of its use, which should be the most comprehensive and advanced understanding of the text. Using a complete text structure is more welcome instead of dividing shortening and adapting texts and losing the whole purpose of them. Authentic texts form a language learner’s understanding of the target language user’s culture, its society, philosophical thoughts, promotes the learner’s comprehensive learning, creativity and critical thinking, and is a motivating material not only for learning the language but also for practical communication in today’s European multilingual environment language learner and user lives, both, in business and leisure environment.
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Tsurtsilina, Natalya Nikolayevna. "RUSSIAN LANGUAGE TEACHING AS A FOREIGN LANGUAGE." Neophilology, no. 16 (2018): 32–38. http://dx.doi.org/10.20310/2587-6953-2018-4-16-32-38.
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We advise to use authentic materials in Russian language teaching as a foreign language. We focus on the textual approach. We give recommendations for methodical selection and literary and poetic text organization to form a foreign language communicative competence. We consider the specificity of communication in a foreign language teaching. The understanding and producing speech in a foreign language is also important. The teacher should have the means to analyze not only the authentic artistic/poetic texts he/she introduces into the teaching but also the texts produced by the students themselves in order to advise, support, assist and consult. The teacher’s aim is firstly to ensure that students are familiar with the maximum number of different texts samples in a foreign language, and then to help them to structure these data, to organize their presentation, and learn the data, to offer different activities using various linguistic and cognitive operations, finally to evaluate and to create conditions for self-assessment of their own communicative competence.
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Afifuddin, Muzakki. "Integrating Personal Moral Values in Teaching Literature in English as a Foreign Language Setting." Buletin Al-Turas 28, no. 1 (March 31, 2022): 91–104. http://dx.doi.org/10.15408/bat.v28i1.21844.
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This paper aimed at exploring the existence of the integration of personal moral values within the process of the teaching of literature in English as a Foreign Language (EFL) setting in an Islamic University in Indonesia. As a part of the personal literary competence being performed in approaching literary texts, in this case study, literature instructors in EFL setting were seen as approaching the teaching of the English Literary texts through the framework of Borsheim-Black’s Critical Literature Pedagogy. It was a pedagogical framework for merging goals of critical literacy and canonical literature instruction consisting of two stances of reading literature: reading with the text and reading against the text. In this study, the stance of reading against the text became distinguishable since the findings showed that both literature instructors inadvertently articulated their personal moral values in approaching the teaching of English literary texts within the classroom although the objectives of the courses did not focus on teaching moral values. The study concluded that these instructors have a certain perception towards the integration of their personal moral values in the reading of literature and the teaching of literature in EFL set-ting. Hopefully, such assumption will be studied in further research.
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Tsepkova, Anna Vasilyevna. "Principles of analyzing literary texts as foreign language teaching materials." Novosibirsk State Pedagogical University Bulletin 7, no. 4 (August 31, 2017): 52–71. http://dx.doi.org/10.15293/2226-3365.1704.04.
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Kaiser, Birgit Mara. "Teaching Comparative Literature in English(es): Decolonizing Pedagogy in the Multilingual Classroom." Cambridge Journal of Postcolonial Literary Inquiry 7, no. 3 (September 2020): 297–306. http://dx.doi.org/10.1017/pli.2020.7.
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This article reflects on the challenges that arise when the comparative literature classroom, especially in the Netherlands, is increasingly multilingual and simultaneously increasingly monolingual in its focus on English as a primary language. In view of moving comparative literary studies beyond its Eurocentric framework, what opportunities lie in teaching translated texts in “English(es)” in such a multilingual setting? What are the effects of such an interplay of mono- and multilingualism in view of a commitment to decolonizing the literary curriculum and pedagogical practice? What attention to language and linguistic difference might be available given the diverse linguistic and cultural literacies of students? Less interested in questions of translating texts, the article pursues how teaching literary texts in translation can foster listening to linguistic difference and encourage relational attunement when degrees of literacy and illiteracy are shared at varying levels of competence across students and teachers.
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Keller, Betsy. "Rereading Flaubert: Toward a Dialogue between First- and Second-Language Literature Teaching Practices." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 56–68. http://dx.doi.org/10.2307/463053.
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There are many disparities in literary competence between teachers and students. It is emblematic of these differences that students in introductory college literature courses usually read assigned texts only once, while the teacher's normative experience involves multiple rereadings. For inexperienced readers in these classes, the task of acquiring literary competence may seem as difficult as learning a foreign language. Research in the study of foreign languages and literatures contains valuable insights for the teaching of first-language literature. The traditional lecture-and-discussion format fails to address the individual student's background knowledge, motivation for literary study, and personal response to texts. Prereading activities, tasks to accompany at-home reading, and collaborative strategies in class discussion can lead readers to engage texts more meaningfully in the introductory literature classroom.
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Paridi, Khairul, I. Nyoman Sudika, Syahbuddin Syahbuddin, Murahim Murahim, and Ratna Yulida Ashriany. "Basic materials of literature genre text in Sasak language." International journal of linguistics, literature and culture 8, no. 2 (March 7, 2022): 51–60. http://dx.doi.org/10.21744/ijllc.v8n2.2062.
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Teaching materials about literature in the 2013 Curriculum should be text-based, but after careful discussion of the material in the curriculum and Sasak language textbooks in primary and secondary education, the emphasis is more on the value of beauty and character of story characters. In addition, teaching materials about the text of the Sasak literary genre are presented in Indonesian, not in Sasak; the amount of literature both in the form of fiction and poetry and others is still very limited. The limited material about literary genre texts has the consequence that learning about literary texts does not receive adequate attention. Based on these problems, this paper aims to discuss the text of the genre of folk literature in the Sasak language in terms of text structure, linguistic tools, and community values contained in it. Learning based on literary genre texts will support language skills and can help children understand the value and beauty of Sasak literature. The results of the study of literary genre texts are expected to help teachers prepare teaching materials for local content in the Sasak language.
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Yaşar qızı Allahverdiyeva, Ülkər. "The importance of using examples of folklore to enrich students' vocabulary." SCIENTIFIC RESEARCH 09, no. 5 (May 22, 2022): 7–10. http://dx.doi.org/10.36719/2789-6919/09/7-10.
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Xarici dillərin tədrisində lüğət bazasını inkişaf etdirmək çox vacibdir. Bədii mətnlər ingilis dilinin öyrənilməsində, xüsusilə ünsiyyət bacarıqlarının artırılmasında, mədəni şüurun artırılmasında və tələbələr arasında motivasiyanın yaradılmasında mühüm rol oynayır. Aparılan tədqiqatlar orijinal materialların istifadə olunduğu EFL siniflərində ədəbi mətnlərdən istifadənin potensial üstünlüklərini göstərir. Bu tədqiqatlar geniş şəkildə göstərir ki, bədii mətn dil bacarıqlarını artırmağa kömək edə bilər və linqvistik bilikləri genişləndirə bilər. Bu məqalə ingilis dilini öyrənən zaman bədii mətnlərdən istifadənin faydalarını tədqiq edir. Bədii mətnlərdən istifadə edərək lüğətin necə uğurla öyrədilə biləcəyi izah edilir..Məqalədə leksik bazasının uzun müddət yaddaşda saxlanılması üçün ədəbi əsərlərdən istifadənin vacibliyi, ədəbi əsərlərin dərs prosesində rolu vurğulanır.Eyni zamanda bədii mətnlər seçilərkən nələrə diqqət edilməsi vacib olduğu geniş şəkildə izah olunur. Açar sözlər: xalq yaradıcılığı , lüğət , söz ehtiyyatı, dil, kontekst Ulkar Allahverdiyeva Yashar The importance of using examples of folklore to enrich students' vocabulary Abstract Developing vocabulary database is very important in teaching foreign languages. Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials. It broadly indicates that literary text can help to increase language skills, and extends linguistic knowledge. This paper shows comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how vocabulary can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. The article is emphasized the importance of using literary works to ensure that the lexical base is lasting for a long time , the role of literary works in the lesson process. At the same time, it is widely explained what to pay attention to when choosing literary texts. Key words: folklore , vocabulary , word stock , language, context
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Guzova, Alexandra Viktorovna, Natal'ya Vasil'evna Savitskaya, Tat'yana Viktorovna Ivolina, and Ol'ga Vital'evna Dedova. "Stylistic device of the epithet of literary text as a means of teaching students a second foreign language." Филология: научные исследования, no. 12 (December 2020): 11–21. http://dx.doi.org/10.7256/2454-0749.2020.12.34335.
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The goal of this article lies in determination of instances of application of epithets in learning a foreign language. The object of this research is teaching students a second foreign language, while the subject is the stylistic devices of epithets of literary texts. The author provides an overview of scientific literature on the topic, and outlines the fundamental scientific concepts of modern researchers. Analysis is conducted on the peculiarities and typological characteristics of epithets in the English and Russian languages. The author offers practical exercises for teaching foreign language based on literary texts containing epithets. The scientific novelty consist in revelation of the factors of application of epithets of literary texts that play an important role in learning a second language. Usage of epithets in teaching foreign language gives more profound understanding of culture and specifics of another language, which promotes better acquisition of the language. Special attention is given to the specifics of translation of various epithets from English to Russian and from Russian to English. The conclusion is made that usage of the stylistic features of epithets significantly affects the formation of linguocultural competences of the students learning a second foreign language.
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Azam, Mohd. "The purpose of Arabic Literature in developing Arabic Language Teaching." Think India 22, no. 2 (October 31, 2019): 1857–59. http://dx.doi.org/10.26643/think-india.v22i2.9088.
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The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arabic language.
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Olsbu, Inger. "The future of literary texts in the L3 classroom." Acta Didactica Norge 8, no. 2 (October 6, 2014): 10. http://dx.doi.org/10.5617/adno.1133.
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What will the L3 classroom look like in the future? In the debates about foreign language (FL) educational politics and methodology, little has been said about literature. Still, it is my claim that the question of literature is intrinsically related to fundamental FL issues such as aims, content and methods. To ask whether the L3 classroom of the future will include literary texts is therefore also to ask about the future disciplinary identity of the foreign languages. The present article investigates the use of literature in foreign language teaching and learning, and provides a kind of “thick description” that comes from mapping the question within a broader context. I start with the main didactic and epistemic perspectives on the use of literary texts within the field of foreign languages (FL) itself. These perspectives from within will be amplified by introducing what I have termed two competing discourses of literature and education (“literature as suppressive” and “literature as suppressed”), and by showing how they can be related to FL teaching and learning. These are in turn framed within the macro perspective of educational philosophies and the functions of school in society. Finally, I will consider the specific Norwegian case, with a particular focus on the L3 subject curriculum of the last curricular reform (LK06), and its consequences for the use of literary texts.
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Machado, Ana Maria, and Anabela Fernandes. "LITERARY ADAPTATIONS IN PORTUGUESE AS A FOREIGN LANGUAGE TEACHING." Diacrítica 32, no. 2 (July 2, 2019): 22. http://dx.doi.org/10.21814/diacritica.433.
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The “Literature in Portuguese Foreign Language Teaching” project aims to study literature’s role in the first stage of Portuguese as a Foreign Language teaching. Apart from the selection of literary texts for beginner and elementary levels (A1 and A2 respectively), the project also includes simplified versions of short stories that are relevant to this teaching context due to heritage and interculturality reasons. At A1 and A2 teaching levels, the process for simplifying a text should not be limited to literary adaptation, reason why our simplification took into account the criteria used by graded readers editors and in the few existing adaptations in Portugal. Due to the lack of simplified versions of literary texts in those levels of Portuguese teaching, it is important to share and discuss the experience gathered with the simplification of O Senhor Ventura, by Miguel Torga (1943/1985). This article reflects on the results of its’ use in different formal education contexts and on its’ implications for the definition of simplification criteria.
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Regmi, Lok Raj. "An Analysis of Approaches to Teaching Literature." Curriculum Development Journal 29, no. 43 (December 1, 2021): 79–90. http://dx.doi.org/10.3126/cdj.v29i43.41044.
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This study analyzes the approaches to teaching literature in terms of their major concerns in a literary text, the roles of teachers and students that these approaches demand while handling literary texts, and the limitations the approaches have. The data were gathered from existing theoretical and empirical literature and analyzed descriptively and critically. The study shows that the approaches to teaching literature acknowledge literary texts for their own purposes. For example, a language-based approach treats literature as one of the authentic sources of language teaching and learning to acquire better proficiency of language by students. Likewise, information-based and new criticism approaches regard literature as material to facilitate students to acquire the skills of appreciation. Response-based and other critical literary approaches support the analysis of literary texts using different critical lenses. Concerning the roles of students under the adoption of the aforementioned approaches to teaching literature, the reader-response approach could provide enough space for the students’ responses. The study emphasizes the use of multiple approaches for effective teaching learning of literature.
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Akpınar Dellal, Nevide, and Can Şimşek. "Opinions of teacher candidates about development of own and foreign cultural perception-consciousness through the use of literary textsEinstellungen von Lehramtsstudierenden zur Entwicklung des eigen- und fremdkulturellen Wahrnehmungsbewußtseins durch den Einsatz von literarischen Texten." Journal of Human Sciences 13, no. 3 (November 26, 2016): 4998. http://dx.doi.org/10.14687/jhs.v13i3.4119.
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This study is based on the idea that the problem area of the perception of others, which sometimes causes negative relationships and misconceptions, should be dealt with in the teaching of foreign languages through literary texts with intercultural content. It was identified through surveys that to what extent literary texts are used in German teaching and how effectively this is realized. What do teacher candidates think about perceiving self and others and intercultural issues with the help of literary texts in their classes? The study investigated whether teacher candidates are aware of the German language teaching in relation to the use of literary texts with intercultural content sufficiently. The data were analyzed according to modern foreign language teaching theories. Proposals were made according to the outcome of the survey. The data were analyzed by using the analysis software SPSS 15.0 and "frequency analysis" was carried out. Responses were tabulated according to the frequency and percentage rates. They were also described through figures. By this way, efficiency assessment was carried out. The results showed that literary texts with intercultural content take a relevant place in the teaching processes of German teacher candidates. It was found that the awareness level of teacher candidates in terms of the position and importance of "literary texts as a vehicle of culture" are high. It was also noted that the teacher candidates dispose sufficient information equipment according to the contemporary foreign language teaching approaches. Therefore, it was confirmed that the literary texts with intercultural content should not be neglected in the courses of teacher candidates. Zusammenfassung Die vorliegende Arbeit geht von dem Gedanken aus, dass der Problemfall der Fremdwahrnehmung, der manchmal Negativverhältnisse und Missverständnisse verursacht, im Fremdsprachenunterricht anhand literarischer Texte mit interkulturellen Inhalten behandelt werden sollte. Anhand einer Umfrage wurde untersucht, ob die Wahrnehmung der eigenen und fremden Kultur und die Wahrnehmungsprobleme in den Lehrveranstaltungen der angehenden Lehrer ausreichend thematisiert wurden und ob die Verwendung literarischer Texte bezüglich der Wahrnehmung der eigenen und der fremden Kultur den Lehramtsstudierenden für Deutsch ausreichend bewußt gemacht wurden. Es wurde untersucht, ob Lehramtsstudierenden für Deutsch in Bezug auf die Verwendung literarischer Texte mit interkulturellen Inhalten ausreichend bewußt sind. Die Umfragedaten wurden mit Hilfe der Software SPSS v15.0 analysiert. Dargestellt sind die Ergebnisse in Form einer Tabelle zahlenmäßig und prozentual. Die Umfrage hat ergeben, dass die literarischen Texte mit interkulturellen Inhalten in den Unterrichtsprozessen der Lehramtsstudierenden für Deutsch einen relevanten Platz einnehmen. Es wurde festgestellt, dass das Bewußtseinsniveau der Lehramtsstudierenden hinsichtlich der Rolle und Relevanz literarischer Texte als Kulturträger im Allgemeinen hoch ist. Die Umfrage macht noch deutlich, dass die Lehramtsstudierenden über die Ansätze des modernen Fremdsprachenlehrens über ausreichende theoretische Kenntnisse verfügen. Literarische Texte mit interkulturellen Inhalten sollten deshalb in den Lehrveranstaltungen der Lehrerkandidaten nicht vernachlässigt werden.
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Panajotović, Artea, Tijana Parezanović, and Maja Ćuk. "The use of literary contents in English language teaching." Reci Beograd 14, no. 15 (2022): 11–23. http://dx.doi.org/10.5937/reci2215011p.
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Relying on the communicative approach to foreign language teaching, this paper investigates the connection between literature and teaching methodology and points at the possible benefits of literature for foreign language learning, as well as for the development of students' cultural competences and the expansion of their general outlook on life. Arguments for the use of literature in foreign language teaching can be classified into five categories: Through the correct use of literary texts, students improve their language skills and competences (linguistic argument), while literary contents motivate the exchange of opinions and discussion, encouraging true communication (methodological argument). Literary texts also enable overcoming cultural barriers through familiarizing students with the culture of the language they learn (cultural argument), have an educational value in the broadest sense (personal development argument) and bring enjoyment (aesthetic argument). We have designed "The Use of Literary Contents in English Language Teaching" teacher training program at the Serbian Institute for the Improvement of Education on the basis of our methodological research and teaching experience. At the seminar, areas of language and ways in which literature can be incorporated in ELT are presented to primary and secondary school English language teachers, with special emphasis on practical examples, criteria for selecting texts, and accompanying activities. The activities we have designed show that it is not difficult to combine classic activities used in the communicative approach (e.g. role-play, interview, exchange of opinions, informal conversation, group work) with literary contents. At the end of the paper, we present the feedback from the participants of the seminar who have successfully incorporated our materials in their English classes, and point at the possible directions for the further development of this project.
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METZGER, MARGARET. "Teaching How Language Reveals Character." Harvard Educational Review 77, no. 2 (July 1, 2007): 187–203. http://dx.doi.org/10.17763/haer.77.2.8qkuk74518653437.
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In this Voices Inside Schools essay, a veteran teacher shares her reflections on a classroom unit entitled "How Language Reveals Character." The goal of the unit is to help adolescents read and write critically through an exploration of literary characters' language. Beginning by drawing on adolescents' fascination with one another, Metzger first asks students to analyze the language of their peers as an entry point to thinking about how language and character may be connected. The unit then moves on to ask students to transfer their analytic skills to the world of fiction and how language reveals character in literary texts. Metzger focuses on life inside her classroom, how the unit is taught, how students respond, and how teachers can expand on the concepts of language and character through additional reading and writing activities.
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Belete, Netsanet Haymanot, and Sualih Mussa. "An Investigation Into the Implementation and Selection of Literary Texts to Teach Reading Skills in EFL Classes: The Case of Preparatory Schools in Awi Zone, Ethiopia." Theory and Practice in Language Studies 11, no. 5 (May 1, 2021): 498–508. http://dx.doi.org/10.17507/tpls.1105.06.
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This study was conducted to investigate the selection and implementation of literary texts for teaching of reading skills in English as a foreign language classes in preparatory schools in Ethiopia. In doing so, descriptive survey design was employed. To collect data, observation, questionnaire, interview and text analysis were used as data collection tools. Using simple random sampling technique, 30 grade 11 English teachers for questionnaire and 6 teachers for observation and interview were selected. Text analysis was also used to evaluate the suitability of literary texts. The study revealed that literary texts designed in grade 11 English textbook are not suitable for the students’ age, interest, cultural background, social background, linguistic proficiency and literacy background. The reading tasks have almost no pre-reading activities, some while-reading activities and plenty of post-reading activities which are not well designed. Besides, EFL teachers perceived that literary texts are important to facilitate the students’ reading classes but they were limited in using literary texts meaningfully. The study also revealed that difficulty level of literary texts, unfamiliarity of the cultures from texts, lack of interest, lack of reading experience and students’ limited vocabulary were the major difficulties that hindered the proper use of literary texts in reading lessons.
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Ilhem NOUADRI, Samia. "HOW DESCRIPTION ACTS ON THE FUNCTIONING OF THE LITERARY TEXT." International Journal of Humanities and Educational Research 4, no. 6 (December 1, 2022): 140–48. http://dx.doi.org/10.47832/2757-5403.17.11.
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This article focuses on the characteristics of literary texts that serve as the main support for the teaching/learning of a foreign language, in this case French (today FLE). In this study we will use concepts such as literature, literary fact and even literality to indicate the place of descriptive literary texts in the curriculum of French as a foreign language and any return to literary texts as support and pedagogical models/learning of French as a foreign language Essential for Develop the productive and receptive skills of French learners. Key words: Literature, Language, French As A Foreign Language, Description, Literary Text
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Ghorabi, Yassamin Ostad A., and Mohammad Hossein Haddadi. "On the Use of Literary Texts in the DaF Lesson with the Example of Heinrich Boell’s Short Story “Die Blasse Anna” with a Focus on Writing on a B2 Level." Journal of Education and Learning 6, no. 3 (March 20, 2017): 83. http://dx.doi.org/10.5539/jel.v6n3p83.
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For the promotion and optimization of teaching foreign languages, new methods and strategies are always considered that include literary texts. The aim of the present paper is to provide arguments for the use of literature in the classroom. Learning target areas and selection criteria for the use of literary texts in the classroom are presented. A short story by German author Heinrich Boell named “Die blasse Anna” will be taken as an example to demonstrate the usability of literary texts in language learning.
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Nusrat, Masrufa Ayesha. "Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level." ELT Worldwide: Journal of English Language Teaching 2, no. 2 (January 10, 2016): 1. http://dx.doi.org/10.26858/eltww.v2i2.1685.
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Using literary material for developing language skills has gained new attention for both L1 and L2 learners in the last two decades. In my paper I would like to explore the possibilities and loopholes of teaching language through literature in Bangladesh at the tertiary level. Our language classes follow traditional lecture-based teaching techniques and use almost no literary materials for teaching language. Mostly ‘referential’ materials are taught by Communicative Language Teaching (CLT) method which are exclusively confined to everyday real-life situational use and does not engage learners’ imaginative faculties. Therefore, I have tried to demonstrate how literary texts or ‘representational texts’ can develop English proficiency, foster critical thinking and encourage creative language use. I have also critiqued our material selection; teaching approaches; evaluation; and rote learning during exam. As a result a gap has long been created between language and literature at the tertiary level, hampering language acquisition. Although critical practices like, Literary Theory and Cultural Studies, have enriched our academia and generated impressive curriculum (such as World Literature in English, Comparative Literature and Applied Linguistics and ELT), learners’ basic linguistic competence has declined considerably. I have tried to recommend ways to solve these problems by introducing language-based teaching approach and integrating language with literature. Keywords: representational material, referential material, language-based approach, stylistics, literature with a small ‘l’, literary language, imaginative language use, literary and linguistic competence, product-based and process-based teaching and learning
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Kruger, E. "Imagologie en die bestudering van literêre stereotipes in die onderrig van Afrikaans as addisionele taal." Literator 23, no. 3 (August 6, 2002): 197–220. http://dx.doi.org/10.4102/lit.v23i3.350.
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Imagology and the study of literary stereotypes in die teaching of Afrikaans as additional language Imagology is the study of national and ethnic stereotypes as represented in literature. These stereotypes are represented in literary images of identity and alterity when intercultural contact is portrayed in texts. The main concepts of Imagology are discussed to provide educators with a scientific framework in the teaching of Afrikaans as additional language, with specific reference to literature teaching. Learners from various cultural backgrounds bring with them their own stereotypes. Studying literary youth texts that portray images of national stereotypes can facilitate the process of intercultural understanding and reconciliation. Learners can be exposed to the representation of Self and Other in prescribed Afrikaans literary texts without their self-image being threatened, yet discovering the relativity of values, and learning respect for their own culture as well as for that of the target language. The background, scientific approach and principles of Imagology are described, as well as important concepts. By using Imagology as a literary tool in studying Afrikaans texts in the additional language classroom, literature teaching will include looking at the narrative and functions of youth literature to discern psychological and ideological focalisation, together with its influence on negative and positive representations of Self and Other.
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Araminta, Lavinia Disa Winona. "Values of Literary Texts for Language Pedagogy: A Practical Proposition." TEKSTUAL 20, no. 1 (July 21, 2022): 1. http://dx.doi.org/10.33387/tekstual.v20i1.4573.
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Fiksi dan karya sastra telah diklaim memiliki potensi yang menjanjikan sebagai sumber materi untuk pengajaran bahasa kedua meskipun yang menentang gagasan tersebut beranggapan bahwa sastra tidak cocok untuk pedagogi bahasa kedua. Namun demikian, ada studi kasus empiris yang mentunjukkan keberhasilan dan/atau keunggulan menggunakan sastra untuk mengajar bahasa kedua. Studi menunjukkan bahwa sastra masih memiliki banyak cara yang ditawarkan dalam memfasilitasi pembelajaran bahasa kedua. Artikel ini akan menjelaskan nilai-nilai dari tiga jenis teks sastra, yaitu novel, puisi, dan drama untuk pedagogi bahasa dan menggambarkan kegiatan kelas yang dapat diterapkan dengan menggunakan tiga contoh teks tersebut.Fiction and literary work has been claimed to have promising potential as a source of materials for second language teaching although opponents of that idea argue that literature is not suitable for second language pedagogy. Nevertheless, there have been empirical case studies which report the success and/or advantages of using literature for teaching a second language. Studies suggest that literature still has much to offer in facilitating second language learning. This article will elucidate the values of three types of literary texts, namely novels, poetry, and plays, for language pedagogy and illustrate classroom activities that can be carried out using three examples of texts.Keywords: Fiction, literary text, language pedagogy
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Kang, Seojung. "The Record of Interdisciplinary Dialogue: Literature and Language Education in College, 1996-2016." Korean Society for Teaching English Literature 26, no. 2 (August 30, 2022): 7–28. http://dx.doi.org/10.19068/jtel.2022.26.2.01.
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This study analyses articles addressing literature and language education in The Journal of Teaching English Literature of The Korean Society for Teaching English Literature, this year celebrating its 30th anniversary. By employing literature to promote students’ communicative abilities, English literature scholars have translated literary texts’ values through the language of English education. Thus, they have produced valuable research studies, specifically on how to use literary texts in language education and how to lead classes based on students’ interests. So, during this era of literary crisis, this paper demonstrates research trends in The Journal of Teaching English Literature centered around various scholarly thinking, for instance, purpose and content, text selection, and teaching approaches in literature classes. Therefore, this study aims to anticipate the direction that The Journal of Teaching English Literature will pursue by tracing the journal’s footsteps from 1996 to 2016.
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Kebede, Gedefaw Abie, and Yihenew Melese Milkitie. "A Panoramic Evaluation of Literary Texts in Preparatory Students’ English Text Books." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 996. http://dx.doi.org/10.17507/tpls.0808.11.
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Learning language through literature has got a great emphasis in foreign language class room since the use of literary text as a resource for teaching macro and micro skills is very popular within the field of language learning. Literary texts increase the learners’ proficiency of integrated language learning as they enable the learners to apply all macro and micro skills. Of the issues to be considered, the contents, their levels of difficulty, their diversity and the appropriateness of the tasks designed based on the contents. This study evaluated the literary texts in preparatory students English text books. Based on the objectives of the study, both qualitative and quantitative research method was employed. The result of the study indicated that the most of the literary texts are above the language competence of the students and the teachers. Teachers strongly affirmed that they have faced to understand the literary texts’ language. The literary texts are not considering the students’ cultural background since almost all of the texts are written by foreign in a foreign context. Moreover, the majority of the literary texts are not related with the unit topic of the book. Using the literary materials in language class, therefore, should take into account the students’ need, motivation, interests, cultural background and language competence.
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Hassan, Khandoker Montasir. "Difficulties Facing English Teachers in Teaching Literary Texts at Higher Secondary Level in Bangladesh." English Language and Literature Studies 8, no. 3 (August 22, 2018): 15. http://dx.doi.org/10.5539/ells.v8n3p15.
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The present Study examines the difficulties facing English teachers in teaching literary texts in English for Today (11-12) textbook which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the academic session 2015-2016. Literature has always been an integral part of teaching foreign languages. In the era of CA (Communicative Approach), the aim of reading literature has been changed. From this view point, in July 2015, the NCTB has published a new version of English textbook for classes XI-XII, and included some literary texts in this book. The emphasis of these literary texts is not just on content but on the exploitation of the texts to trigger a variety of language activities. Based on a semi-structured interview with six HSC (Higher Secondary) level English teachers from four colleges of Dhaka city, this study particularly focuses on the newly included literary texts to critically evaluate the effectiveness of the materials; and identifies the difficulties that the teachers may encounter. Finally, some recommendations are drawn by means of valuable opinions of the participants.
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Brandl, Klaus K. "A Task‐Based Approach to Teaching Literary Texts in Advanced Language Classes." Die Unterrichtspraxis/Teaching German 55, no. 1 (March 2022): 59–79. http://dx.doi.org/10.1111/tger.12195.
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McDougall, Jill. "Teaching Literacy Through Rhyme and Rhythm." Australian Journal of Indigenous Education 24, no. 2 (1996): 56–58. http://dx.doi.org/10.1017/s1326011100002489.
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Poems, songs and chants are excellent resources for developing competence in English for Aboriginal children who speak other languages at home. Children find rhythmic and repetitive language attractive and accessible. It is not unusual to hear children using the language over and over again in their play and, incidentally, teaching it to younger children in the community. As chunks of language are memorised, new language structures and vocabulary are also internalised. While there is very little commercial material available which is relevant to the interests and needs of remote Aboriginal children, it is a powerful learning activity for children to work with the teacher to create texts which reflect shared experiences.
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Rashid, Bahra T., and Mariwan N. Hasan. "The Significance of Literary Texts in the Pedagogy of English Language in EFL and ESL Classrooms." ISSUE 7 4, no. 2 (December 31, 2020): 22–27. http://dx.doi.org/10.25079/ukhjss.v4n2y2020.pp22-27.
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Nowadays, one of the major concerns of teachers is usually about the material they intend to present to the students. The challenge that faces English classes is literature. The benefits of using literary texts in English language classes outweigh its shortcomings that specified by some literary critics, for instance, Chnara Khdhir and Mariwan Hasan pointed out this truth in their paper entitled, “The Importance of Literary Texts in Teaching Language in EFL Classes: The Waste Land as an Example”, which we strongly agree that one can easily learn a language through the literature of the target language. To learn a language one needs to study reading, writing, listening, and speaking; the four skills of the English language, which will all be available in the literature. Materials are provided, which are sufficient for these skills, but literary texts have ascertained a worthy source that accomplishes these abilities. Moreover, culture information is inferred via language learning, and yet with comprehension of the society. This is a characteristic of language that requires materials associating with culture. Culture is a basis for literature; namely; it does not merely imply that literature deals with culture, but literature about the culture of any specific user of that language. Furthermore, one can say the use of literary texts in language classes inspires more attentive and determined language learning. Thus, the students are not merely uncovered to the actual usage of language, but also they become critical scholars. As such, this study argues the causes behind focusing on the use of literary texts as a significant source in teaching the English language.
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Xia, Jianping. "Multidimensional Electronic Texts Benefits Literacy Learning." Science Insights Education Frontiers 8, S1 (January 22, 2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab019.
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Chinese class is an essential subject in humanities and social science, with the characteristics of instrumentality and humanity, and the concentration on students’ language construction, cultural understanding, thinking development, and aesthetic appreciation. Meanwhile, the development of Chinese language literacy must be based on words cognitive and language using abilities. The application of multidimensional electronic texts is helpful to Chinese literacy teaching and the development of students’ wisdom. Specifically, the multidimensional electronic text contains assorted new words and a series of words and paragraphs, including group study requirements, reading, dubbing, paragraph generalization, summary, central ideas, writing features, word assessment, etc. This article analyzed specific supporting functions of multidimensional electronic texts in teaching Chinese character “literacy”; It analyzed and showed the specific application methods of multidimensional electronic texts in primary school literacy teaching roles, promoting students’ wisdom development by selecting specific cases.
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Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.
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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes.
Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters.
Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats.
Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.
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HAMIMED, Nadia. "A Review on Instructing English through Literary Genre." Arab World English Journal 12, no. 3 (September 15, 2021): 278–93. http://dx.doi.org/10.24093/awej/vol12no3.19.
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This study aims to highlight the utilization of literary genre as a well-liked method for instructing both language skills (that is to say, writing, reading, speaking, and listening) and language fields (that are grammar, pronunciation, and vocabulary). Why employing literary textbooks in foreign language classrooms and the main motives for choosing appropriate fictional texts in these classrooms are emphasized to make the reader acquainted with the motivating incentives and standards for foreign language teachers’ employing and picking erudite textbooks. Additionally, the teaching of language skills and literary genre gains benefits of diverse fields of literature (like drama, poems, tragedy and tales) to language teaching and to several difficulties met by language teachers in the sphere of instructing English using fiction (i.e. shortage of training in the field of literature teaching English as a Second English and Teaching English as a Foreign Language curriculums, deficiency of precise aims describing the function of fiction in English as a Foreign Language and English as a Second Language, foreign language teachers’ not possessing the experience and preparation in literature, and lack of suitable teaching tools to be utilized by foreign language teachers in a class milieu) are taken into consideration.
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Laurensovna Wagner, Monica-Nataliia, Elena Yuryevna Kartseva, Umeda Akparovna Ovezova, and Daria Vladimirovna Tavberidze. "Prospects of Using Foreign Language Texts of Literary Works in Teaching English at the University." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 659. http://dx.doi.org/10.14419/ijet.v7i4.38.24641.
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At the present stage of the development of society, the need for the transition of the education system to a whole new level has become especially topical. Expanding cooperation with other states and strengthening of external links, the integration of all spheres of life makes foreign languages necessary in real human activities. This significantly changes the status of a foreign language, requiring the training of highly qualified specialists able to navigate the modern world. The relevance of the study is that foreign language literary works contain a significant explicitly and implicitly expressed culturological potential that foreign language teachers can use in the process of teaching a foreign language to students. The purpose of this paper is the analysis of the possibilities of using the cultural potential of works of foreign fiction to expand the language competence of students a significant part of whom will integrate themselves into the world scientific community in the near future. The paper shows that skills’ development of cross-cultural communication, as well as the language competence of students are the part of the process of reading authentic artistic texts, so that they simultaneously begin to understand the possible difference between their native culture and other cultures, acquire the ability to overcome sociocultural differences taking into account some cultural and regional-specific features of different countries and mastering the common factors of text construction, its functions, and realizing its main lexical-thematic line. At the same time, reading teaching should be carried out taking into account the complexity of the selected texts and simultaneously teaching the recording of the reading, the fulfillment of various creative tasks for inducing independent conclusions and judgments.
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Adamczak, Sylwia. "Literatur als Kultursensibilisierung? Zur Arbeit mit literarischen Texten im interkulturellen Fremdsprachenunterricht." Glottodidactica. An International Journal of Applied Linguistics 27 (November 1, 2018): 5–25. http://dx.doi.org/10.14746/gl.1999.27.01.
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The development of intercultural understanding and the ability of transcultural communication have become one of the key concepts of foreign language teaching. A necessary precondition of such a complex concept is, of course, the comparison of native and foreign reality that is often only displayed in the form of stereotyped behaviour patterns in textbook dialogues. In teaching foreign literature, however, a literary text can be a suitable means for students to become more aware of the foreign culture by observing and analysing it from an intercultural perspective. This article will therefore emphasize the validity of literary texts for preparing students for not only linguistic but also cultural experience. Thus the author will present current conceptions on the role of literature in foreign language teaching, examine specific criteria of the literary text choice for foreign language teaching purposes and provide an overview of current methodological trends for working with such texts.
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Kusmana, Suherli. "DEVELOPMENT OF POETRY TEACHING MATERIALS BASED ON CREATIVE PROCESS." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 1 (February 3, 2020): 155–67. http://dx.doi.org/10.24071/ijiet.v4i1.2326.
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This study aims to overcome the problem of the quality of Indonesian language learning outcomes in high schools (SMA), especially the topic of poetry texts which are still low. The results of this study are intended to assist the government in improving the quality of the implementation of the 2013 curriculum at the high school level. The weakness of applying the 2013 curriculum is the limitations of teaching materials, including poetry text teaching materials. Learning this material is expected to encourage students to express their thoughts, feelings, and ideas through beautiful, rhythmic language, literary values but not offending others. The method used in this research is research and development with five selected literary writers who are productive in producing poetry texts. Next, in testing the developed teaching material, students from SMA Negeri 1 Manonjaya Tasikmalaya were chosen. Teaching material developed based on the poet's creative process in producing literary works of poetry text is combined with the composition of basic competencies based on the curriculum with scientific presentation. Teaching material which is evaluated based on content, presentation, language, and graphic criteria by academics and practitioners meets the eligibility criteria as teaching material in high school. Based on the testing of the application of teaching materials, it was found that the teaching materials were able to encourage students to produce quality poetry texts. Indonesian Language learning also takes place effectively in achieving goals.DOI: 10.24071/ijiet.2020.040113
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Afanasieva, Nina D., Svetlana S. Zakharchenko, and Irina B. Mogileva. "Adapted Fiction in Teaching Russian to Foreign and Bilingual Students." Polylinguality and Transcultural Practices 17, no. 4 (December 15, 2020): 553–61. http://dx.doi.org/10.22363/2618-897x-2020-17-4-553-561.
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The article is devoted to the problems of adaptation of literary texts, reading of which helps foreign and bilingual students to develop linguistic, speech, socio-cultural, and communicative competence at the Russian language lessons. The authors give examples of techniques and analyze methods of adaptation which were used by the teachers of the Russian language Department at MGIMO-University working with texts by A.Pushkin and M.Lermontov.
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Pak, S. M. "OPPOSITION AS PRINCIPLE OF STRUCTURING AND INTERPRETING ALITERARY TEXT." Vestnik of Khabarovsk State University of Economics and Law, no. 2(109) (November 28, 2022): 146–52. http://dx.doi.org/10.38161/2618-9526-2022-2-146-152.
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The article considers a text of verbal art from the perspectives of linguo-stylistics and linguo-didactics. Teaching reading is the underlying condition in language education, including teaching foreign languages. Reading literary texts both in the original and in an abridged form forms cultural maturity, and contributes to increasing language competence. Evaluation of its linguistic properties and artistic message is determined by understanding basic mechanisms of its structuring, namely, opposition. The author analyzes this principle of structuring a literary text as a research method on the example of English language novels written by E. Litman (‘The Last Chicken in America’ и ‘Mannequin Girl’) which belong to the category of contact, or translingual literature. Description of text structure through the set of dichotomies is the interpretation mechanism applicable to teaching practice.
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Spisiakova, Andrea, Olga Iermachkova, and Lukas Gajarsky. "THE USE OF MEDIA TEXTS IN RUSSIAN LANGUAGE TEACHING." Philological Class 26, no. 2 (2021): 245–53. http://dx.doi.org/10.51762/1fk-2021-26-02-21.
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At present, we observe active development of new methods and strategies of teaching foreign languages, in which mass media materials play an important role because they provide authentic resources that offer natural language environment and enrich the curriculum and syllabus. These resources can be easily adapted to suit different levels of language proficiency, interests and needs of the students. The study attempts to substantiate the necessity and importance of using various types of authentic media materials in the classroom and analyzes the challenges teachers may face in the process of teaching. The aim of the study is to address both the theoretical background and the practical issues of application of media texts at the lessons of Russian as a foreign language. They enhance not only language but and socio-cultural proficiency of the students and their understanding of linguistic phenomena such as various stylistic figures of speech, phraseological units, linguistic means of manipulation, etc. Mass media resources can be used to develop media literacy, critical thinking and analytical skills. This study is based on the use of general scientific methods such as analysis, description and interpretation. The authors fall back on scholarly literature and their personal experience of teaching Russian. The article suggests using practical media-based approaches to develop language skills and psychological properties, such as memory, prediction skills, and speed of response to linguistic stimuli in undergraduate university students of Russian as a second language. The opportunities and methods regarded in the study can be used in any other classroom of Russian as a second language.
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Makhmutovna Mavlonova, Klarakhon. "Improving the Methodology of Integrated Teaching of The Subject of Native (Uzbek) Language." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2477–91. http://dx.doi.org/10.17762/pae.v58i1.1124.
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Introduction: The article was written with the aim of improving the method of integrative study of the subject of the native language with literature through a literary text.
Materials and methods: When covering the topic, the following methods were used: comparative analysis, pedagogical observation, the study of advanced pedagogical experience, sociological methods questioning, conversation), pedagogical experiment, mathematical and statistical analysis.
Research results: In the 2015-2016 academic year, before the start of experimental classes in 9 grades, in which these lessons are intended, in order to find out the knowledge, skills and abilities of students in finding a literary text, artistic visual aids and types of poetic art, their name and explanation, test papers. After the lessons, on the basis of experimental materials, a mathematical calculation of the results of control works was carried out in order to compare the qualitative changes before and after the experiment.
Discussion and conclusions: The increase in the number of literary texts in the textbooks "Native Language" for grades 5-9 has created the opportunity and the need to work on artistic visual aids and types of poetic art through these texts. The expediency of the implementation of external and bilateral integration of native language lessons with literature lessons through literary texts is substantiated, considering such basic approaches as communication, focus on speech activity, ingenuity, awareness and differentiation, such principles.
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Valencia Giraldo, Silvia. "Literacy practices, texts, and talk around texts: english language teaching developments in colombia." Colombian Applied Linguistics Journal, no. 8 (April 3, 2011): 7. http://dx.doi.org/10.14483/22487085.170.
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This paper seeks to provide a window into the complexity of classroom interaction in English language classes in public secondary schools in Colombia. It will show the relationship between what goes on in public schools and classrooms, the wider policy context, and recent reforms. Through a detailed analysis of data collected in two schools and the interaction that takes place between the two teachers and their students around and about texts, this artcicle provides insights into the specific nature of the literacy practices, the texts used, and the particular ways in which the teachers and learners made sense of these texts. It examines how the students are learning to read in English in these classes, and what the teachers understand by ‘doing reading’ and ‘reading comprehension’.
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Lovrović, Leonarda, and Cathy-Theresa Kolega. "Teaching Culture through Reading Literature in English Language Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (December 29, 2021): 185–203. http://dx.doi.org/10.4312/elope.18.2.185-203.
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English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.
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Mussa, Sualih, and Gebeyehu Fente. "The Appropriateness of Literary Texts in Teaching Reading Skills: The Case of Some Selected High Schools in Ethiopia." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1200. http://dx.doi.org/10.17507/tpls.1010.03.
Full textAbstract:
The main objective of this study was to assess the appropriateness of literary texts in teaching reading skills at some selected high schools in Ethiopia. The study employed survey research design. Different instruments and sampling techniques were used. Document analysis was conducted to examine the appropriateness of literary texts and reading activities designed from them. Questionnaire was administered for 429 students that were selected through stratified sampling. Interview was also conducted with 7 purposively selected EFL teachers. The collected data was analyzed qualitatively and quantitatively. Data from interview and document analysis were analyzed qualitatively using narration, thematic analyses and direct quotation, whereas data from questionnaire was analyzed quantitatively using percentage, mean and grand mean. Findings of the study revealed that the majority of the literary texts are found to be linguistically very difficult, culturally unfamiliar and unsatisfactory to students’ interest. In addition, the study found that most reading activities do not give useful cultural background, stimulating tasks, language awareness activities and previewing key language. The study concluded that the literary texts integrated for teaching reading skills and activities are not helpful to teach reading skills.