Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan

2015 ◽  
pp. 26-40 ◽  
Author(s):  
Kazuko Takahashi
Keyword(s):  
Language Learning ◽  
Current Situation ◽  
Literary Texts ◽  
Authentic Materials

scholarly journals Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach

2019 ◽  
pp. 101-127
Author(s):  
Argemiro Arboleda-Arboleda ◽  
Angela Yiceli Castro-Garcés
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Literary Texts ◽  
Sample Population ◽  
Authentic Materials ◽  
Writing Project ◽  
Intercultural Awareness

The role of literature as a teaching and learning tool in English as a Foreign Language has long been acknowledged. Literary texts offer teachers opportunities to provide students with authentic materials to heighten their motivation by involving them in challenging Task-Based activities in which they interact with authors and learn about features of these authors’ society. The purpose of this research study was to   investigate the role of literature as a pedagogical tool in the EFL class and see how this can be advantageous in fostering learners’ language skills and intercultural awareness.  The sample population encompassed 26 sixth-semester students enrolled in a Reading course who are completing their BA in Foreign Languages at a public University in Colombia. A semi-structured questionnaire and a Reading Guide were designed to elicit information from students who were asked to read an unabridged English language fiction novel. The findings show that the participants’ motivation to complete the Task-Based Reading and Writing Project was high as well as their language skills. Keywords. EFL, ESL, Task-Based Approach, Literature, intercultural Communicative Competence

scholarly journals A rose by any other name…: Exploiting any literary text in the ESL/EFL classroom

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Shahzad Ahmad ◽  
Faiz Sathi Abdullah ◽  
Mohammad Yunus Ibrahim
Keyword(s):  
Language Learning ◽  
Intermediate Stage ◽  
Literary Text ◽  
Literary Texts ◽  
Authentic Materials ◽  
Multimodal Texts ◽  
Related Language ◽  
Critical Issues ◽  
Critical Skills ◽  
Efl Students

The paper argues that literature provides authentic materials for developing reading and related language skills in addition to other real world texts (e.g. advertisements, or multimodal texts downloaded from the Internet). Hence, the paper aims to demonstrate how literary texts can be employed in the English as a Second Language (ESL) or English as a Foreign Language (EFL) classroom to facilitate reading, language acquisition, and related critical skills, particularly at the pre-intermediate stage and above. Text selections from popular novels were analysed using Johns and Davies’ (1983) Text as Vehicle of Information (TAVI), and Text as Linguistic Object (TALO), as well as Clandfield’s (2005) Text as Springboard for Production (TASP) as a framework to design language learning/use activities. Source texts were selected from Ishiguro’s The Remains of the Day, Austen’s Pride and Prejudice, and Martel’s Life of Pi in view of these novels’ current salience in the literary world to address key research questions: 1) What reading skills and sub-skills can the literary texts help develop among ESL/EFL students? 2) What aspects of grammar and vocabulary can be exploited in the texts? 3) How can the texts be used as reflections of social reality to generate discussion of critical issues among students? The fact that these novels have been produced as films, which the learners could also watch in whole or part, is expected to stimulate further critical appreciation. The paper concludes that the value of such informed use of any literary text is that it exploits the literature-language nexus to provide the synergy needed for student learning in the ESL/EFL classroom and beyond.

scholarly journals Literature in efL: Beyond language learning

2014 ◽  
Vol 15 (2) ◽  
pp. 234
Author(s):  
Luis Jesús Rincón
Keyword(s):  
Language Learning ◽  
Private School ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Literary Texts ◽  
Group Discussions ◽  
Value Judgments ◽  
Willingness To Use

This article presents the results of a qualitative research which looks into the field of literature in EFL. Seventh grade students of a private school in Bogota took part in the research. Data was collected by means of audio recordings of small group discussions, teacher´s journal, and responses to literature logs. The results show that the connections that EFL learners make with literary texts enrich their interpretations, analysis and value judgments of experiences and real life events. Furthermore, critical thinking skills are potentiated. In addition to this, literary texts bring up appealing and meaningful topics in the classroomenhancing students´ motivation and willingness to use the target language.

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

World CALL: Are We Connected?

2019 ◽  
Vol 39 ◽  
pp. 59-73
Author(s):  
Mike Levy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Digital Literacy ◽  
Second Language Learning ◽  
New Technologies ◽  
The Internet ◽  
Authentic Materials ◽  
Input And Output ◽  
Language Classroom ◽  
The World

AbstractIn the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning.The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.

scholarly journals Non-native English Varieties: Thainess in English Narratives

2016 ◽  
Vol 9 (4) ◽  
pp. 128 ◽  
Author(s):  
Piyahathai Singhasak ◽  
Phongsakorn Methitham
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
World Englishes ◽  
Literary Texts ◽  
Lexical Borrowing ◽  
New Variety ◽  
Second Languages ◽  
Code Mixing ◽  
Research Findings ◽  
Thai English

<p>This study aims at examining Thainess as a writing strategy used in non-literary texts written by non-professional bilingual writers. These writers are advanced language learners who are pursuing their Master’s degree in English. Seven English narratives of their language learning experiences were analyzed based on Kachruvian’s framework of bilingual’s creativity and contact literatures. The findings showed that four out of six contextualization processes - transfer, translation, code-mixing, and reduplication - were utilized when conveying the writers’ experiences in acquiring their first and second languages. Unlike the findings in previous studies of Thainess in literary genre, lexical borrowing and shift process were not found in narratives. Although Thai English as a new variety in World Englishes has been debated for years and remains in an obscure status, it cannot be denied that the research findings in this study show the uniqueness of Thai English writing strategies.</p>

Authentic materials and authenticity in foreign language learning

2007 ◽  
Vol 40 (2) ◽  
pp. 97-118 ◽  
Author(s):  
Alex Gilmore
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Resistance To Change ◽  
Foreign Language Learning ◽  
World Language ◽  
Text Difficulty ◽  
Authentic Materials ◽  
Future Directions ◽  
Areas Of Concern ◽  
And Task

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

scholarly journals The Effect of Literature As Authentic Materials for Writing Essays in A Blended Learning Setting

2021 ◽  
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan ◽  
Ana Ahsana El-Sulukiyyah
Keyword(s):  
Blended Learning ◽  
English Education ◽  
Classroom Interaction ◽  
Current Situation ◽  
Literary Genre ◽  
Sufficient Information ◽  
Authentic Materials ◽  
Study Program ◽  
Writing Performance ◽  
Significant Difference

The current situation of teaching and learning process has undergone a drastic change during the COVID-19 outbreak. The conventional classroom meeting is no longer available because of the pandemic. As a result, the classroom interaction is blended with the online learning model until the end of the semester. In a blended learning setting, teachers are forced to be innovative to reach the instructional objectives. As most learning is done online, the use of authentic materials is considered relevant to the current situation. Many authentic materials are available online. Yet, there is no sufficient information on whether the authentic materials can improve college students’ ability in writing essays in a blended learning setting. The purpose of the study was to investigate the effect of literary genre as authentic materials on students’ writing performance. As such, this research uses an experimental design. The target population of the study was all fourth-year students of the English Education Study Program, Faculty of Pedagogy and Psychology, University of PGRI Wiranegara, Pasuruan, East Java, Indonesia. Samples were employed using a systematic random design. The treatment was conducted in 14 meetings between March and June 2020. The main instruments used to collect data were pre-test and post-test. The students’ writing was rated by two ratings using the Jacobs ESL-Composition Profile. The result of the one-sample t-test computation using the IBM SPSS 25 showed that there is a significant difference in the students’ writing performance before and after the treatment (α = 0.00 < 0.05). Therefore, it can be concluded that the use of authentic materials in literary genre can improve the student’s ability in writing essays. Keywords: authentic materials, literature, essay, effect

scholarly journals Literature on Student Book and its Effect for Developing Elementary School Teaching Materials

2018 ◽  
Vol 12 (2) ◽  
pp. 209
Author(s):  
Emi Febrina Ningrum
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Elementary School Students ◽  
Literary Texts ◽  
Learning Material ◽  
School Students ◽  
School Teaching ◽  
Literary Materials ◽  
Literature Material ◽  
Answering Questions

This research adopted the qualitative research content analysis on the 4th grade of elementary school students which aimed to know the literary material contained in the 2013 curriculum student book in Indonesia as the compulsory guidebook. The results of this research could be useful for guidelines for the development of literary materials by teachers when implementing learning planning. The findings show that students’ literature material is only about 30% of the Indonesian language learning material found in the 4th grade of elementary school. The lesson was limited to reading the text of the story then answering questions about the content of the text. In general, literary competence material in student books has not been emphasized on the cultivation of literary concepts. The development of literary materials in the 4th grade of elementary school should include the introduction of literary concepts, analyzing the contents of literary texts, and applying moral values in literature to be applied in daily life.

scholarly journals Beliefs about Self-Access Learning: Reflections on 15 years of change

2010 ◽  
pp. 161-172
Author(s):  
David Gardner ◽  
Lindsay Miller
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Research Study ◽  
Current Situation ◽  
Tertiary Institutions

This paper examines the degree to which the beliefs of stakeholders in self-access language learning in tertiary institutions in Hong Kong have changed during a 15 year period. To identify changes a comparison is made between the findings of a research study conducted in the mid-1990s in five self-access centres (Gardner and Miller, 1997) and the current situation. The following four key areas are examined: materials for self-access learning, integration of self-access centres and language learning courses, motivation and the effectiveness of a self-access centre. The comparison reveals that the degree of change in these four areas vary. We reflect on the causes of change.

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