Literature in EFL/ESL Classroom
By :Rose Mohammad Alghanimi
Department of English
University of karbala
Abstract
The literature on the integration of literature as a language teaching tool in EFL/ESL classes is reviewed in this paper. It first traces the history of literature in language classes from the early days of Grammar Translation Methods (GTM) to the era of Communicative Language Teaching (CLT). This essay explores the causes of literature’s decline and resurgence as a teaching tool in language classes. The arguments for and against using literature in EFL/ESL classes are then listed and examined. The researchers do this by referencing current theories and practices in language instruction. In conclusion, this paper examines the historical and contemporary methods of teaching literature in language classes as part of a practical movement.
.1Introduction
Literature was initially the main source of input for teaching in language classes in the era of Grammar Translation Methods but since it has been dropped down the pedestal. In the fact the advent of structuralism and audiolingual methods, literature was downplayed and ergo discarded to the periphery (Collie & Slater, 1987, p.2).
- For literature in EFL/ESL
Literature is considered as a promising tool for language learning purposes. Scholars in the field have proposed various advantages for the use of literature in EFL/ESL classes. What follows is a summary of what can be considered as the merits of literature in EFL/ESL.
.3Sociolinguistic/Pragmatic Knowledge
As demonstrated by communicative competence models, literature can foster the development of sociolinguistic and pragmatic knowledge because it is authentic (McKay, 2001). Among the key elements of the communicative competence models are sociolinguistic and pragmatic competence. As a result, this component requires particular attention. Because it is authentic, literature contains pragmatic and sociolinguistic information. These two characteristics have more to do with “appropriateness” in language, which is only present in contextualized language, like that found in plays and dramas.
Conclusion
This paper discussed the position of literature in EFL/ESL classes. Both advantages and drawbacks of using literature for language teaching and learning purposes were deliberated and carefully reflected upon. The authors of the present paper believe that literature, in spite of some weak points it might have as any language teaching material might possess, provides a motivating drive for language learning and teaching due to its spectacular features not readily found in any other texts.
References
- Collie, J., & Slater, S. (1987). Literature in the Language Classroom. Cambridge, UK: Cambridge University Press.
- McKay, S. (2001) Literature as Content for ESL/EFL. In M. Celce-Murcia (Ed,), Teaching English as a Second or Foreign Language. Heinle & Heinle.
