“Reading is like an infectious disease: it is caught not taught. And you can’t catch it from someone who hasn’t got it himself” (Surkamp/Henseler 2).
Although reading is important to develop language skills, the survey PISA 2001 showed that 42% of the German pupils do not think that reading is fun and 31% even think that it is a waste of time. When considering the significance of reading, this is a shocking result. Nevertheless, a reason for this attitude may be the lack of reading motivation among pupils. Developing reading literacy and enjoying reading require the motivation to read. In this context not only the lessons in the mother tongue, but also the teaching of foreign languages must establish this reading motivation and a reading culture.
To prove my thesis, I will first give an overview of reasons for the regained belief that literary texts enrich the teaching of foreign languages and designate arguments for deal-ing with literature in class. In doing so, I will furthermore expose aims and functions of literary texts in the classroom and demonstrate developments and approaches in the teaching of literature. In the following part of my paper, I will have a closer look at the textbook “Cornelsen G21 A6” and its unit “Love Reading” which is about literature and reading. In analyzing this unit, I will examine if the aspects mentioned before have been considered and if the recommended approaches to literary texts have been implemented in this course book. At first the analysis of the unit will refer to its structure, the genres which are introduced and the novel “Looking for Alaska” in particular. Afterwards I will study the tasks set in the unit and methods which were applied. Finally the analysis aims at comparing the learning objectives in the unit to the central standards of the ‘Kernlehrplan English’. In the last part of my paper, I will summarize and evaluate my findings as well as discuss the actual significance of literature in the EFL classroom in reference to the fourth unit of Cornelsen G21 A6.
Table of Contents
1. Introduction
2. Aims and Functions of Literary Texts in the English Classroom
3. Development and Approaches in Teaching Literary Texts
4. Cornelsen G 21 A6: Unit 4 “Love Reading“
4.1 Structure and Genres
4.1.1 The novel „Looking for Alaska“ in the Textbook
4.2 Tasks and Methods
4.3 Aims
5. Conclusion
Objectives and Topics
The primary goal of this academic paper is to analyze the fourth unit, “Love Reading,” of the English textbook Cornelsen G 21 A6 regarding its integration of literary texts and its effectiveness in fostering language skills and intercultural competence. The research examines whether the textbook incorporates modern pedagogical approaches to literature, such as process-oriented tasks and learner-centered strategies, and compares its learning objectives with the standards of the official ‘Kernlehrplan’ curriculum.
- Theoretical foundation of teaching literature in EFL classrooms
- Pedagogical evolution from teacher-centered to learner-centered approaches
- Detailed structural and genre-based analysis of the unit “Love Reading”
- Evaluation of reading strategies, specifically extensive reading with the novel “Looking for Alaska”
- Alignment of textbook tasks with official educational standards and competence-based learning
Excerpt from the Book
4.1.1 The novel „Looking for Alaska“ in the Textbook
Young adult novels have experienced a boom since the 1960s and seem to be in particular suitable for the use in classroom. Since the protagonists of these novels are teenage boys and girls and the stories are centred around issues that are relevant during puberty, young adults or adolescents can identify with the characters. Another reason for the popular use of novels in classroom is that although they are authentic, these novels are written in relatively simple language, so that learners from lower secondary classes have no trouble in reading it (Thaler 104). Moreover the results of research by Akyel and Yalcin in Turkish senior high schools indicated that students felt “that the most effective literary form for helping them develop their linguistic skills and cultural awareness is the novel” (Akyel/Yalcin 175).
In the course book the first pages of the young adult fiction “Looking for Alaska”, published in 2005 by John Green, are presented. Because it is an authentic story not written for the purpose of language teaching and the topic of the young adult novel seems to be relevant to the life experiences, emotions and dreams of the learners (Collie/Slater 6), choosing to present it in a course book of a 10th grade seems to be reasonable.
Summary of Chapters
1. Introduction: This chapter highlights the significance of reading in foreign language acquisition and argues for the necessity of literature in textbooks to motivate learners and enhance language proficiency.
2. Aims and Functions of Literary Texts in the English Classroom: This section explores various theoretical models (language, cultural, and personal growth) that justify the integration of literature in EFL settings, emphasizing its role in authentic language exposure and cultural enrichment.
3. Development and Approaches in Teaching Literary Texts: The chapter outlines the pedagogical shifts in teaching literature, moving from teacher-centered, product-based models towards learner-centered, process-oriented pedagogy and the importance of intercultural communicative competence.
4. Cornelsen G 21 A6: Unit 4 “Love Reading“: This core section provides a detailed analysis of the textbook unit's structure, genre diversity, and the specific application of reading strategies, particularly focusing on the novel “Looking for Alaska”.
5. Conclusion: The final chapter summarizes the findings, evaluating the textbook's alignment with syllabus standards and offering critical reflections on the unit's positioning within the overall curriculum.
Keywords
EFL, literature teaching, Cornelsen G 21 A6, language acquisition, extensive reading, learner-centered pedagogy, intercultural communicative competence, Looking for Alaska, process-oriented approach, literary competences, young adult fiction, curriculum standards, classroom methodology, authentic material, educational objectives.
Frequently Asked Questions
What is the core focus of this research?
The work focuses on analyzing the "Love Reading" unit of the textbook Cornelsen G 21 A6 to evaluate how it uses literary texts to promote language skills and learner motivation.
What are the primary themes discussed?
Key themes include the pedagogical role of literature in foreign language teaching, the evolution of reading strategies (like extensive reading), and the implementation of intercultural learning objectives.
What is the ultimate research goal?
The study aims to determine if the textbook aligns with the "Kernlehrplan" curriculum standards and if it effectively employs modern, process-oriented teaching methods.
Which teaching methodology is emphasized?
The research emphasizes a shift from traditional, teacher-led product-based teaching to a learner-centered, process-oriented approach involving pre-, while-, and post-reading activities.
What does the main body cover?
The main body details the structural setup of the unit, the analysis of specific literary genres, and an assessment of tasks related to the novel "Looking for Alaska."
Which keywords define this paper?
Major keywords include EFL, literature teaching, extensive reading, intercultural communicative competence, and learner-centered pedagogy.
How is the novel "Looking for Alaska" used in the textbook?
The textbook uses an excerpt from "Looking for Alaska" to practice the strategy of extensive reading, allowing students to focus on the story and personal engagement rather than intensive linguistic analysis.
Why is the "Third Place" concept important for this unit?
Following Claire Kramsch's theory, the "Third Place" is used to explain how students can move between their native culture and the target culture through literature, fostering intercultural understanding rather than relying on stereotypes.
- Arbeit zitieren
- Anna Wertenbruch (Autor:in), 2012, Analysis of “Unit 4: Love Reading” of the Textbook Cornelsen G 21 A6, München, GRIN Verlag, https://www.grin.com/document/208451
