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The teacher`s role in teaching English through literature

   The teacher has an important role in teaching English through literature. First, he should determine the aim of language teaching in relation to the needs and expectations of the students. Giving a questionnaire or interviewing with the students orally, the teacher can set up the aim and the objectives of the language teaching. Second, he should select the appropriate language teaching method, teaching techniques, and classroom activities. Then, the teacher should select the literary texts relevant to the aim and the objectives of his teaching.  While  selecting  literary texts  to  be  used  in  language  classroom,  the  students’ language proficiency, interests, age, sex, etc should be  taken into acount in order not to bore students with inappropriate materials. At elementary levels, for example, students should be given simplified or specially written stories.  At advanced levels, however, students are given literature in its original form so that they can develop their literary competence in the target language. To put it another way, students learn practically the figurative and daily use of the target language in the literary texts and encounter different genres of literature (i.e. poems, short stories, plays, etc. ) at advanced levels. Observing  how characters in a play or a short story use figures of speech, such as simile, metaphor, metonomy, etc so as to express their communicative intention, students learn how to write English more clearly, creatively, and powerfully.

     As Obediat (1997:32) states, literature helps students acquire a native-like competence in English, express their ideas in good English, learn the features of modern English, learn how the English linguistic system is used for communication, see how idiomatic expressions are used, speak clearly, precisely, and concisely, and become more proficient in English, as well as become creative, critical, and analytical learners. Custodio and Sutton (1998:20) explain  that  literature  can  open  horizons  of  possibility,  allowing  students  to  question, interpret, connect, and explore. In sum, literature provides students with an incomparably rich source of authentic material over a wide range of registers. If students can gain access to this material by developing literary competence, then they can effectively internalize the language at a high level (Elliot 1990:198). Especially, for students with verbal / linguistic intelligence, the language teacher’s using literature in a foreign language class serves for creating a highly motivating, amusing and lively lesson. Literature is not only a tool for developing the written and oral skills of the students in the target language but also is a window opening into the culture of the target language, building up a cultural competence in students.

CLAUDIA BAJAN

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