A Case Study on Students’ Identity Perceptions Using Literary Sources in Reading Courses
Öz
Literary works are
conventional materials used in reading lessons because of their accessibility
and ease of use. Regarding that situation, the purpose of this study is to
gather the prep class students’ perceptions about literary works as course
materials and examine the data by taking into consideration the national
identity and class distinction. In this case study, JaneAusten’s
two novels Pride and Prejudice and Sense and
Sensibility are discussed in reading lessons in prep classes. At the end of
this process, 36 students are asked to complete an unstructured form to express
their thoughts on these books. As the results show, half of the students state
that choosing literary sources make them aware of author’s intentions, and the
contextual factors such as the political, social, and historical background of
the text. Students generally read novels, but they do not give importance to
reading these novels in English or reading literary sources which will be a
preliminary preparation for their department.
Anahtar Kelimeler
Literature,Jane Austen,ELT (English Language Teaching,Social context
Kaynakça
- Akarsu, O. & Darıyemez, T. (2014). The reading habits of university students studying English language and literature in the digital age. Journal of Language and Linguistics, 10(2), 85-99.
- Aksakal, E. (2015). A look at turkish nationalism in the light of modernist nationalistic theories. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 54, 203-222.
- Cheng, H. W. (2012). Semantic and phonological activation in first and second language reading. USA: ProQuest LLC.
- Creswell, J. W. (2012). Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
- Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172
- Hanley, R. (2016). Slavery and the birth of working-class racism in England, 1814–1833. Transactions of the RHS, 26, 103–123.
- Kaya, H. İ., Han, T., & Aybirdi, N. (2015). Prospective EFL teachers’ attitudes towards the use of authentic materials in EFL reading classes. The Journal of International Social Research, 8(37), 773-783.
- Kaysili, A., & Acar-Erdol, T. (2014). The formation and development of nationalism and its continuation style through oppositions in Turkish nationalist university students. Journal of World of Turks, 6(3), 203-227.
- Keshavarzi, A. (2012). Use of literature in teaching English. Procedia - Social and Behavioral Sciences, 46, 554-559. https://doi.org/10.1016/j.sbspro.2012.05.159
- Khatib, M., Rezaei S., & Derakhshan A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201-208. http://doi.org/10.5539/elt.v4n1p201 Rodliyah, R. S., Imperiani, E. D., & Amalia, L. L. (2014). Indonesian tertiary students’ attitudes towards the use of local culture vs target culture reading materials in English reading class. Bahasa & Sastra, 14(1), 109-120.
