Gauging EFL Learners’ Responsiveness to the Incorporation of Literary Materials into Language Courses

Year 2018, Volume: 4 Issue: 2, 103 - 121, 31.12.2018

Rahmouna Zıdane

https://doi.org/10.22466/acusbd.409332

Abstract

Literature
performs various functions in the process of learning English as a foreign
language (EFL). Although it is studied as a subject-matter, it can represent a
linguistic resource that is integrated into the language related modules.
However, it may not be appreciated by all EFL students. Therefore, the present
study attempts to investigate the learners’ attitudes and responsiveness to the
integration of literary materials in language courses. It relied on the use of
a questionnaire and classroom observation as instruments of gathering
information from a sample of 30 EFL students. The collected data were analysed
quantitatively and qualitatively. The main findings have revealed that most of
the students respond positively to the literary discourse introduced in
language tasks.

Keywords

Literature, language, responsiveness, literary discourse, integration

İngilizce’yi Yabancı Dil Olarak Öğrenen Öğrencilerinin Dil Kurslarına Edebi Metinler Entegrasyonuna Yönelik Tutumlarının Ölçülmesi

Abstract

Literatür, İngilizce’yi
yabancı dil olarak öğrenimin sürecinde farklı işlemleri yerine getirmektedir.
Bu nedenle, sıklıkla bir modül olarak öğrenilmektedir. Bundan başka, dil ile
ilgili mödüllerde bütünleşik bir dilsel kaynağı temsil edebilir. Ancak, bazı
öğrenciler tarafından takdir edilmeyebilir. Bu çalışmada öğrencilerinin dil
kurslar içinde edebi metinler entegrasyonuna yönelik tutumlarını ve
reaksiyonlarını incelenmiştir. Araştırma araçları olarak bir anket ve sınıf içi
gözlemi kullanmıştır. İncelemenin örneklemini İngiliz dili bölümünden 30 öğrenci
oluşturmuştur. Toplanan veriler nicel ve nitel olarak analiz edilmiştir. Elde
edilen bulgular ışığında, öğrencilerin dil kurslarına edebi metinler
entegrasyonuna yönelik olumlu tutumları bulunmuştur.

Keywords

Literatür, dil, reaksiyon, edebi metinler, entegrasyon

References

• Bancroft, J. (1999). Suggestopedia and Language Acquisition: Variations on a Theme. Amsterdam: Gordon and Breach Publishers.
• Bennet, L. (1966). Colonization in Reverse. Jamaica Labrish. Jamaica: Langster’s Book Stores. 179.
• Brumfit, C.J., and Carter, R.A. (1986). Literature and Language Teaching. Oxford: OUP.
• Burke, S.J, and Brumfit, C.J. (1986). Is Literature Language? Or Is Language Literature? In C.J. Brumfit and R.A. Carter (Eds.) Literature and Language Teaching. Oxford: OUP. 171-176.
• Celce Murcia, M. (2015). An Overview of Teaching Grammar in ELT In M.A Christison, D. Christian, P. Duff, and N. Spada (Eds) Teaching and Learning English Grammar: Research Findings and Future Directions. New York: Routledge. 03-18.
• Celce-Murcia, M and Olshtain, E. (2000). Discourse and Context in Language Teaching: A Guide for Language Teachers. Cambridge: CUP.
• Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: OUP.
• Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: OUP.
• Little, D., Devitt, S., and Singleton, D. (1994). The Communicative Approach and Authentic Texts. In A. Swarbrick (Ed.) Teaching Modern Languages. London: Routledge. 43-47.
• Richards, J.C., and Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. Cambridge: CUP.
• Twain, M. (1876). The Adventures of Tom Sawyer. Toronto: Belford Brothers Publishers.
• Widdowson, P. (1999). Literature. London: Routledge.
• Wolfram, W. (2004). The Grammar of Urban African American Vernacular English. In B. Kortmann and E. Schneider (Eds.) A Handbook of Varieties of English. Berlin: Mouton De Gruyter. 111-132.