scholarly journals The Importance of Literary Texts in Teaching Language in EFL Classes: <i>The Waste Land</i> as an Example

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Chnara H. Khdhir
2020 ◽  
Vol 4 (2) ◽  
pp. 22-27
Author(s):  
Bahra T. Rashid ◽  
Mariwan N. Hasan

Nowadays, one of the major concerns of teachers is usually about the material they intend to present to the students. The challenge that faces English classes is literature. The benefits of using literary texts in English language classes outweigh its shortcomings that specified by some literary critics, for instance, Chnara Khdhir and Mariwan Hasan pointed out this truth in their paper entitled, “The Importance of Literary Texts in Teaching Language in EFL Classes: The Waste Land as an Example”, which we strongly agree that one can easily learn a language through the literature of the target language. To learn a language one needs to study reading, writing, listening, and speaking; the four skills of the English language, which will all be available in the literature. Materials are provided, which are sufficient for these skills, but literary texts have ascertained a worthy source that accomplishes these abilities. Moreover, culture information is inferred via language learning, and yet with comprehension of the society. This is a characteristic of language that requires materials associating with culture. Culture is a basis for literature; namely; it does not merely imply that literature deals with culture, but literature about the culture of any specific user of that language. Furthermore, one can say the use of literary texts in language classes inspires more attentive and determined language learning. Thus, the students are not merely uncovered to the actual usage of language, but also they become critical scholars. As such, this study argues the causes behind focusing on the use of literary texts as a significant source in teaching the English language.


2015 ◽  
Vol 12 ◽  
Author(s):  
Julian Brooke ◽  
Adam Hammond ◽  
Graeme Hirst

T. S. Eliot’s poem The Waste Land is a notoriously challenging example of modernist poetry, mixing the independent viewpoints of over ten distinct characters without any clear demarcation of which voice is speaking when. In this work, we apply unsupervised techniques in computational stylistics to distinguish the particular styles of these voices, offering a computer’s perspective on longstanding debates in literary analysis. Our work includes a model for stylistic segmentation that looks for points of maximum stylistic variation, a k-means clustering model for detecting non-contiguous speech from the same voice, and a stylistic profiling approach which makes use of lexical resources built from a much larger collection of literary texts. Evaluating using an expert interpretation, we show clear progress in distinguishing the voices of The Waste Land as compared to appropriate baselines, and we also offer quantitative evidence both for and against that particular interpretation.


Author(s):  
Mª Pilar Agustín Llach

AbstractThis article intends to show how literature may be used in language classes to develop student’s knowledge of English. First, we examine the evolution of literature in the language classroom, then we give account of some reasons that justify its use in language classes, of the role of reading in language development, and of the way poetry is treated in the ESL classroom. The Waste Land is a good work to be used as a tool to develop student’s communicative competence in English. The article ends with a didactic proposal for ESL instruction based on the poem.Key words: Literature and language teaching, ESL, The Waste Land, reading.ResumenEste artículo pretende demostrar cómo la literatura puede contribuir a desarrollar el conocimiento de los alumnos en la lengua extranjera inglés. Primero examinamos la evolución de la literatura en la clase de lengua y damos cuenta de las razones que justifi can su uso, del papel de la lectura en la adquisición de la LE, y del tratamiento de la poesía en clase de LE. The Waste Land es una obra adecuada para ser usada como instrumento para desarrollar la competencia comunicativa del aprendiz en inglés. El artículo termina en una propuesta didáctica para la instrucción del inglés basada en el poema.Palabras clave: La literatura en la enseñanza, inglés lengua extranjera (LE), The Waste Land, lectura.


2019 ◽  
Vol 28 (2) ◽  
pp. 197-213
Author(s):  
Sławomir Studniarz

The premise of the article is the contention that Beckett studies have been focused too much on the philosophical, cultural and psychological dimensions of his established canon, at the expense of the artistry. That research on Beckett's work is issue-driven rather than otherwise, and the slender extant body of criticism specifically on his poetic achievements bears no comparison with the massive exploration of the other facets of Beckett's artistic activity. The critical neglect of Beckett's poetry may not be commensurate with the quality of his verse. And it is in the spirit of remedying this oversight that the present article is offered, focusing on ‘Enueg I’, a representative poem from Echo's Bones, which exhibits all the salient features of Beckett's early poetry. It is argued that Beckett's early verse display the twofold influence, that of the transatlantic Modernism of Eliot and Pound, and of French poetry, specifically the visionary and experimental works of Rimbaud, Apollinaire, and the surrealists. Furthermore, the article also demonstrates that ‘Enueg I’ testifies to Beckett's ambition to compose a complex long Modernist poem in the vein of The Waste Land or The Cantos. Beckett's ‘Enueg I’ has much in common with Eliot's exemplary disjunctive Modernist long poem. Both poems are premised on the acutely felt cultural crisis and display the similar tenor in their ending. Finally, they both close with the vision of the doomed and paralyzed world, and the prevalent sense of sterility and dissolution. In the subsequent analysis, which takes up the bulk of the article, careful attention is paid to the patterning of the verbal material, including also the most fundamental level, that of the arrangements of phonemes, with a view to uncovering the underlying network of sound patterns, which contributes decisively to the semantic dimension of the poem.


2000 ◽  
Vol 47 (3) ◽  
pp. 338-339
Author(s):  
JAMES T. BRATCHER
Keyword(s):  

2005 ◽  
Vol 12 (1) ◽  
pp. 27-84 ◽  
Author(s):  
Lawrence S. Rainey
Keyword(s):  

2021 ◽  
Vol 67 (3) ◽  
pp. 269-292
Author(s):  
Patrick Eichholz

Out of the wreckage of the First World War, classicism and dadaism charted two opposing paths forward. While one movement sought to overturn the institutions complicit in prolonging the war, the other sought to buttress these same institutions as a safeguard against the chaos of modern life. This essay studies the peculiar convergence of these contradictory movements in The Waste Land. The article provides a full account of Eliot’s postwar engagement with dadaism and classicism before examining the influence of each movement on The Waste Land. Walter Benjamin’s theory of baroque allegory will be introduced in the end to address the article’s central question: How can any one poem be both classicist and dadaist at the same time?


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