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 Thematic Focus
This paper aims to investigate the role of literature as a medium for language learning in the EFL classroom, specifically evaluating its application through modern didactic paradigms. By analyzing a selected literary text and its accompanying activities from a current school textbook, the research examines how literature can effectively foster communicative and intercultural competence.
- Role of literature in contemporary TEFL contexts.
- Application of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT).
- Qualitative evaluation of textbook material based on "The Namesake" by Jhumpa Lahiri.
- Analysis of learner-centered classroom activities and their contribution to language acquisition.
- The relationship between literary authenticity, student motivation, and intercultural learning.
Excerpt from the Book
The role of literature in the English as a foreign language classroom
This section aims to point out the relevant role of literature as a medium for the didactic purpose of TEFL. But what is actually is literature? In general, one can distinguish between broad and narrow definitions. While in broad definitions literature “comprises all forms of written communication, i.e. written, printed works”, narrow definitions stress the importance of “the poetic and imaginative quality of literary texts” (Thaler 2008: 14). Although literary theorists attempt to define the term literature in much more detail there is no completely satisfying standard definition (cf.: Eagleton 1996: 1-14; Culler 1997: 18-41). However, since this paper is not a paper in the field of literary theory but in the field of EFL-didactics a rather intuitive definition of literature as pieces of writing – particularly narratives, poetry and drama – seems sufficient for this paper. This nominal definition includes writings of the canon just as much as recent popular fiction by a great variety of authors no matter which background.
However, literary texts are used for supporting language learning in an EFL classroom for various reasons. To begin with, one can say that in a TEFL context literary texts, just like other types of media, help to transport a pedagogic message. Evans therefore views literary texts as “the vehicles, or stimuli, that convey a pedagogical message which is linguistic, cultural, literary or other” (Evans 2012: 217f). Evans, furthermore, identifies four functional purposes of media including literature. He highlights that it functions as a “framework for the EFL teachers' lesson” that it provides an “authoring tool for learners”, that it serves as a “platform for communication and collaboration” and that it functions as a “tool for learner autonomous use” (ibid.).
Summary of Chapters
1. Introduction: This chapter introduces the ongoing relevance of literature in the modern EFL classroom and outlines the research objective, which focuses on analyzing specific textbook material based on the novel "The Namesake".
2. Theoretical Context: This section provides an overview of essential modern language learning theories, specifically CLT and TBLT, and discusses the pedagogical function of literature in fostering intercultural competence.
3. Application: Analysis of exemplary textbook material: This chapter evaluates how a specific literary text and its associated classroom activities are used didactically to promote learner-centered communication and engagement.
4. Critical Discussion and Conclusion: This final section reflects on the effective use of literature as a resource in TEFL and highlights the necessity of the teacher's role in motivating students through learner-centered approaches.
5. References: A comprehensive list of cited academic literature and pedagogical sources.
Keywords
EFL, Literature, Communicative Language Teaching, CLT, TBLT, Intercultural Competence, Learner-Centered, Didactics, Textbook Analysis, Pedagogical Framework, The Namesake, Language Acquisition, Classroom Activities, Motivation, Migration.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the didactic use of literature as a medium for effective foreign language teaching (TEFL) in the English classroom, specifically focusing on its application in modern school textbooks.
What are the central themes discussed in the work?
The work explores communicative language teaching, the transition to learner-centered paradigms, the role of literature in promoting intercultural competence, and the practical implementation of task-based instruction.
What is the primary research goal?
The primary goal is to evaluate, through the analysis of a specific textbook passage, whether contemporary literary material and its accompanying activities effectively meet the standards and aims of modern TEFL methodology.
Which methodology is employed in this research?
The author uses a qualitative evaluation approach, applying theoretical concepts of CLT and TBLT to analyze specific textbook material and its corresponding classroom tasks.
What does the main body of the work cover?
The main body moves from a theoretical overview of second language learning concepts to a detailed qualitative and methodological analysis of a literary-based unit from the textbook "Pathway".
Which keywords characterize this study?
Key terms include EFL, Communicative Language Teaching, Task-Based Language Teaching, Intercultural Competence, and learner-centered instruction.
How is "The Namesake" used in this study?
Jhumpa Lahiri's novel "The Namesake" serves as the specific case study material. The paper analyzes how its themes, such as migration and identity, are utilized in a textbook context to encourage meaningful classroom interaction.
What role does the student-centered approach play in this context?
The student-centered approach is identified as crucial for successful language learning. It shifts the teacher's role to a facilitator, allowing students greater autonomy and more opportunities for authentic communication.
- Arbeit zitieren
- Saleem Arif (Autor:in), 2015, The use of literature as a medium for language learning purposes in the EFL classroom, München, GRIN Verlag, https://www.grin.com/document/318718
