The development of new digital technologies has changed the use of media for teaching in schools considerably. But despite that, literature has not lost its importance. It is still one of the most important mediums for language learning purposes in the English as a foreign language (EFL) classroom today. Furthermore, literary material is not limited to the classical texts anymore. This becomes obvious when having a look into contemporary teaching English as a foreign language (TEFL) school books, in which a relevant amount of the presented material is based on literary texts not belonging to the canon.
The question, however, is how literature is used for language learning purposes and why it is so commonly used in TEFL contexts. Therefore, this paper aims at examining the use of literature for language learning purposes in the EFL classroom on the basis of one specific textbook material that makes use of a literary text. The material is taken from the school book “Pathway. Lese- und Arbeitsbuch Englisch zur Einführung in die gymnasiale Oberstufe”, which was published by Schöningh in the year 2014 and is designed for grade 10 at a grammar school (Gymnasium). The literary text itself is an extract from the popular fiction young adult novel “The Namesake” by Jumpa Lahiri and together with the responding tasks and classroom activities it shall serve as the basis for the analysis of how literature or more specifically this chosen material can support the students' language learning effectively.
In order to evaluate the material, it is, however, necessary to start with a brief description of current modern principles of foreign language teaching, i.e. the approaches to effective TEFL. Bearing in mind this theoretical context unfolded in chapter 2, section 3 aims to apply this theoretical background in order to evaluate the material in question. Questions that chapter 3 attempts to answer are for instance: What are the aims of TEFL? How is effective language learning perceived? How can the material based on a piece of literature be used in class? Does the material and its recommended classroom activities meet the different aims of TEFL? In what way does the material in combination with the tasks foster effective language learning? The fourth section will contain a critical discussion on the topic. It is supposed to connect the research question, the theoretical context and the analysis.
Table of Contents
- 1. Introduction
- 2. Theoretical Context
- 2.1 The Transition from Traditional Approaches to Communicative Language Teaching
- 2.2 Communicative Competence (CC) and Intercultural Communicative Competence (ICC)
- 2.3 Interactionism and Constructivism: Two learning theories that shape CLT
- 2.4 What are the means or methods that best facilitate learning according to CLT?
- 2.5 The role of literature in the English as a foreign language classroom
- 3. Application: Analysis of exemplary textbook material
- 3.1 Qualitative evaluation of the literary example in question
- 3.2 Methodological analysis of the corresponding classroom activities in relation to the literary text
- 4. Critical Discussion and Conclusion
- 5. References
Objectives and Key Themes
This paper examines the use of literature for language learning purposes in the EFL classroom, focusing on a specific textbook's use of an excerpt from Jumpa Lahiri's "The Namesake." The objective is to analyze how this literary material, along with its accompanying activities, supports effective language learning within the framework of communicative language teaching (CLT).
- The evolution of foreign language teaching methodologies from traditional approaches to CLT.
- The role and benefits of literature in communicative language learning.
- Qualitative analysis of a specific textbook's use of literary material.
- Evaluation of classroom activities designed to complement the literary text.
- Connecting theoretical frameworks of CLT to practical application in the EFL classroom.
Chapter Summaries
1. Introduction: This introductory chapter establishes the continued importance of literature in EFL classrooms despite advancements in digital technology. It highlights the shift from canonical texts to more contemporary literature in modern TEFL materials. The paper focuses on analyzing a specific textbook's use of an excerpt from "The Namesake" within a unit on migration and cultural diversity, aiming to assess its effectiveness in supporting language learning. The chapter outlines the structure of the paper and sets the stage for the subsequent analysis of the chosen textbook material and its alignment with communicative language teaching principles.
2. Theoretical Context: This chapter provides the theoretical foundation for the analysis by outlining key concepts and theories in second language acquisition. It contrasts traditional behaviorist approaches with the communicative language teaching (CLT) method, emphasizing the shift from focusing solely on grammatical accuracy to prioritizing communicative effectiveness. The chapter discusses communicative competence, intercultural communicative competence, interactionism, constructivism, and the role of various teaching methods within the CLT framework. It prepares the groundwork for evaluating the textbook material by defining what constitutes effective language learning in contemporary EFL.
Frequently Asked Questions: Analyzing the Use of Literature in an EFL Textbook
What is the main focus of this paper?
This paper analyzes how a specific EFL textbook uses an excerpt from Jhumpa Lahiri's "The Namesake" to support language learning within the framework of Communicative Language Teaching (CLT). It examines the effectiveness of both the literary material and its accompanying classroom activities.
What theoretical frameworks are discussed?
The paper explores several key theoretical frameworks, including communicative competence, intercultural communicative competence, interactionism, and constructivism. It contrasts traditional language teaching approaches with CLT, highlighting the shift from a grammar-focused approach to one that prioritizes communicative effectiveness.
What aspects of the textbook are analyzed?
The analysis includes a qualitative evaluation of the chosen literary excerpt from "The Namesake" and a methodological analysis of the corresponding classroom activities. The paper assesses how well these elements align with the principles of CLT.
What is the significance of using literature in EFL classrooms?
The paper argues for the continued importance of literature in EFL classrooms, even with the rise of digital technologies. It discusses the benefits of using literature, particularly contemporary works, for communicative language learning.
What is the structure of the paper?
The paper is structured into five chapters: an introduction, a theoretical context chapter outlining CLT and related theories, a chapter analyzing the textbook material, a critical discussion and conclusion, and a references section. The table of contents provides a detailed breakdown of the subtopics within each chapter.
What are the overall objectives of the analysis?
The main objectives are to analyze the effectiveness of using literature in language learning, evaluate the textbook's approach to integrating literary material, and connect theoretical frameworks of CLT to practical classroom applications.
What specific learning theories shape the CLT approach discussed?
Interactionism and constructivism are highlighted as two prominent learning theories that significantly influence the principles and practices of Communicative Language Teaching (CLT).
What kind of literature is used in the analyzed textbook?
The textbook uses an excerpt from Jhumpa Lahiri's "The Namesake," specifically within a unit focused on migration and cultural diversity.
What is the transition from traditional approaches to Communicative Language Teaching (CLT) discussed in the paper?
The paper details the evolution of foreign language teaching methodologies, showcasing the shift from traditional, grammar-focused approaches to the communicative approach, which emphasizes fluency and real-world language use.
How does the paper connect theory and practice?
The paper directly connects the theoretical frameworks of CLT to the practical application of using literary texts in an EFL classroom setting, analyzing a specific example to illustrate this connection.
- Quote paper
- Saleem Arif (Author), 2015, The use of literature as a medium for language learning purposes in the EFL classroom, Munich, GRIN Verlag, https://www.grin.com/document/318718
