Creative approaches to textual work play an important role in EFL1 lessons as they offer
a great potential with regard to developing language skills and intercultural learning and
as they are very popular among pupils. In terms of the negative results of PISA, the
approach to reading comprehension has immensely changed. Didactics have found out
that tackling (literary) texts in the traditional way hardly motivates learnes to achieve
good results. Therefore, it is more useful to centre topics and literary texts which have
significance for the learners, treat them in a different way and employing new methods,
such as reading different texts in the English lessons (for example „Harry Potter“) and
applying creative writing. Reading, writing, learning English should make sense to the
pupils. „ESL2/EFL learners need a reason to read.“3 Fortunately, these changes are
even visible in the current curricula guidelines.
In my term paper, I will lay the focus on pre-, while- and post-reading-activities with
regard to literature. Firstly, I will present the aims and advantages of while- and postreading-
activities, then I will carry out a practical approach by suggesting a short story
("Peter's Beach") and presenting some post-reading-activities and discussing them.
[...]
Table of Contents
1. Introduction
2. Creative methods in the lessons
2.1 Aims and advantages
2.2 Pre-reading-activities in detail
2.3 While-reading-activities in detail
2.4 Post-reading-activities in detail
3. A practical approach to a post-reading activity for "Peter's Beach"
4. Summary
Objectives and Topics
This paper aims to explore the efficacy of incorporating creative pre-, while-, and post-reading activities into English as a Foreign Language (EFL) instruction to enhance student engagement and language acquisition. By moving away from traditional, purely analytical text interpretation, the work investigates how subjective and imaginative approaches can foster empathy, intercultural understanding, and active motivation among learners.
- The role of creative methods in English literature lessons.
- Benefits of integrating the three stages: pre-, while-, and post-reading.
- Developing communicative competencies and intercultural awareness.
- Practical implementation strategies for literature-based tasks.
- Enhancing student motivation and self-confidence through interactive exercises.
Excerpt from the Book
PETER’S BEACH
In front of the house there was a beach. Peter liked to stretch on the sand when the sun was warming it. From the back door of the house he would walk along a path as far as the sand, and stand at the water’s edge looking at the sea. When nothing very interesting was happening on the water, he would go down on his knees and take a handful of sand. Through his fingers ran the sand till only small stones and shells were left. Then with a large sweep of his arm and with as much strength as he could muster Peter would throw them away as far as he could. At other times he would go on his back and gaze up at the clouds, his hands idly searching the sand at his sides. He never stopped playing with the sand and feeling it run through his fingers, however much he was absorbed by the changes in the clouds. Occasionally some fishing boats came close enough to the beach for Peter to see what the fishermen were doing. Then with his hands clasped he would look and look, while his whole body moved with the boat from side to side. When the fishermen drew in their nets or cast them into the water, Peter would do the same with an imaginary net of his own from his place on the beach.
On the small beach Peter had a world of his own.
Chapter Summaries
1. Introduction: Outlines the shift in teaching approaches due to PISA results, emphasizing the need for creative and motivating methods to make reading meaningful for EFL learners.
2. Creative methods in the lessons: Explores the theoretical benefits of subjectivity and imagination in literature sessions, including the development of communicative and intercultural competences.
2.1 Aims and advantages: Details how creative methods help students gain access to the language and foster empathy, which is crucial for intercultural awareness.
2.2 Pre-reading-activities in detail: Discusses the importance of warming up, activating prior knowledge, and building learner self-confidence before engaging with the text.
2.3 While-reading-activities in detail: Covers strategies such as reading diaries and puzzle techniques that support the student during the reading process to ensure global comprehension.
2.4 Post-reading-activities in detail: Describes methods for monitoring retention and deepening understanding, such as writing new endings or role-playing.
3. A practical approach to a post-reading activity for "Peter's Beach": Demonstrates how the short story "Peter's Beach" can be used in a seventh-grade classroom with specific creative post-reading tasks.
4. Summary: Concludes that creative methods effectively increase motivation and language skills while preparing students for the broader needs of life and the job market.
Keywords
Creative methods, EFL, Reading comprehension, Intercultural learning, Pre-reading, While-reading, Post-reading, Literature, Language skills, Empathy, Motivation, Communicative competence, Peter's Beach, Classroom strategies.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper examines the advantages of using creative activities in EFL lessons, specifically focusing on the structure of pre-, while-, and post-reading stages when teaching literature.
Which specific themes are covered in the research?
The central themes include improving language skills, fostering intercultural understanding, increasing student motivation, and the psychological benefits of shifting from analytical to creative engagement with texts.
What is the core objective of the work?
The main objective is to demonstrate that creative approaches can make reading literature more relevant and enjoyable for students, thereby increasing their active participation and learning outcomes.
Which didactic methods are highlighted?
The author discusses methods such as creative writing, role-playing, reading diaries, and imagery-based tasks that encourage subjective engagement over purely objective text analysis.
What is the content of the practical chapter?
Chapter 3 provides a concrete example of how to teach the story "Peter's Beach" by assigning creative post-reading tasks, such as writing alternative story beginnings and endings.
What are the essential keywords identified?
Key terms include creative methods, EFL, reading comprehension, intercultural learning, and student motivation.
Why does the author advocate for a shift away from traditional text analysis?
The author argues that traditional, analytical approaches can be demotivating and often fail to make a meaningful connection between the literary text and the student's personal experience.
How does the author define "creative methods" in the context of literature?
Creative methods are defined as forms of work that encourage subjective, intuitive, and imaginative engagement with a text, without necessarily excluding reflexive and analytical processes.
What role does "empathy" play in the teaching of foreign languages?
Empathy is linked to "Fremdverstehen" (understanding the foreign), which is essential for social interactions and is fostered by having students adopt different perspectives within the literary characters.
Why is the "pre-reading" stage considered vital for the whole process?
It acts as a foundation for text work, activating the learner's prior knowledge and building the necessary self-confidence to avoid the frustration of encountering unknown language barriers later on.
- Quote paper
- Nadine Richters (Author), 2009, The adventages of creative pre-, while- and postreading activities in English lessons, Munich, GRIN Verlag, https://www.grin.com/document/126866
