scholarly journals Engaging EFL students with literature: An Algerian perspective

2020 ◽  
Vol 10 (2) ◽  
pp. 85-92
Author(s):  
Mohammed Kheladi
Keyword(s):  
Reader Response ◽  
Meaning Making ◽  
Traditional Approach ◽  
Thinking Skills ◽  
Teaching Literature ◽  
Language And Literature ◽  
Efl Students ◽  
Approach To Teaching ◽  
Role Of The Reader

The objective of the present paper is to argue for the necessity of engaging students with literature in the Algerian EFL context. It attempts to show that the interface between language and literature is conducive to learning potentials for students at the different levels of language and literary studies. On this basis and in response to the inadequacies of the traditional transmissive approach to teaching literature in the Algerian context, which have been reported in the findings of many investigative studies, the paper suggests the shift towards a process-oriented approach to teaching literature that is fundamentally task- based. It also acknowledges the role of the reader response stance in sustaining students’ engagement with the literary text by drawing on their own experiences and thinking skills in meaning making. Keywords: Engagement, EFL classroom, literature, process approach, traditional approach, task-based, reader response.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

scholarly journals Re-thinking the Practice of Teaching Literature to Enhance EFL Students’ Civic Skills: An Algerian Perspective

2019 ◽  
Author(s):  
Mohammed KHELADI
Keyword(s):  
Active Learning ◽  
English Literature ◽  
Negotiation Of Meaning ◽  
Teaching Literature ◽  
Modern Education ◽  
Civic Skills ◽  
Efl Students ◽  
Civic Virtues ◽  
Constructive Criticism

Besides the undisputable role of literature in teaching civic virtues through exposing students to characters and themes that accurately exemplify and truly represent civility, teaching literature can serve a means to inculcate in students various civic skills, such as conflict resolution, leadership, negotiation of meaning and constructive criticism. Yet, to attain such skills, teachers need to reshape their teaching practices to be in conformity with the principles of modern education that champion active learning methodologies. The present paper argues for the necessity of rethinking the traditional teacher-centered methods in teaching English literature in the Algerian context as they tend to reduce students’ active participatory roles in learning. In response to this, a number of suggestions have accordingly been put forward to enable students reach more independency in dealing with literature. This orientation of thought stems from the belief that active learning is conducive to active citizenship.

scholarly journals EFL students’ perception of the role of teaching novels in enhancing writing skills

2020 ◽  
Vol 10 (4) ◽  
pp. 224-239
Author(s):  
Mutahar Qassem
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Writing Skills ◽  
Authentic Materials ◽  
Positive Role ◽  
Teaching Literature ◽  
Efl Students ◽  
Undergraduate Programs ◽  
The Relationship

Applied linguists have different viewpoints on the relationship between teaching literature and language. Language through a literature approach theoretically corroborates the role of literature in developing language skills because it exposes students to different styles of writing and authentic materials. Language-structure-based syllabuses might not be sufficient for developing students' language skills. By contrast, an authentic-based syllabus such as novels and short stories motivates language learning and fosters the development of thinking and language skills. In this vein, this study attempts to investigate undergraduates' attitude towards the role of teaching novels in enhancing writing skills, using a survey in which students provided their opinions on the areas that teaching novels helped improve their writing skills. The students’ responses were analysed, and a one-sample t-test revealed the students’ agreement of the positive role of teaching novels in developing their writing skills at sentence and paragraph levels. Based on these findings, the author recommended the incorporation of novels in the courses of English undergraduate programs, following adequate methods of teaching and selection of appropriate novels that matches’ students’ linguistic levels.   Keywords: Writing skills, teaching novels, EFL students, perception, enhancement

scholarly journals Horizon of Expectation on Popular Lyrical Poetry: Jauss’s Reader Response Perspective

2021 ◽  
Vol 6 (2) ◽  
pp. 55-69
Author(s):  
Alfa Ghifari ◽  
Budi Tri Santosa ◽  
Diana Hardiyanti
Keyword(s):  
Reader Response ◽  
Sex Education ◽  
Freedom Of Speech ◽  
Literary Work ◽  
Level Of Education ◽  
Lyrical Poetry ◽  
Qualitative Descriptive ◽  
Role Of The Reader ◽  
Elegant Form

Humans have various opinions in commenting on a literary work. This diversity of opinions will eventually participate in developing research in the literary world. Lyrics are a medium for an author to convey the message he wants to convey in a more free and elegant form. This study aims to describe the reader's perception of the messages and values contained in the lyrics of Rebel's Girl from Bikini Kill, Beyonce from Partition, and God Is a Woman from Ariana Grande. This study uses Jauss' theory of the Harapan Horizon where the role of the reader is the main key in conducting an investigation of a literary work. This research is a qualitative descriptive literature research using a questionnaire distributed to readers who are used as respondents. Respondents were selected randomly with the aim of knowing the differences in opinion of each respondent in responding to a literary work. The conclusion of this study is that the various opinions obtained are influenced by the diversity of backgrounds of the respondents such as differences in gender, age, level of education and experience. In addition, there are messages obtained by readers through the lyrics, namely; freedom of speech, feminism, inner beauty, and sex education.

scholarly journals THE ROLE OF CORRECTIVE FEEDBACK ON ACADEMIC WRITING PERFORMANCE: EFL STUDENTS’ PERCEPTIONS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Sri Wahyuningsih
Keyword(s):  
Academic Writing ◽  
Corrective Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Performance ◽  
Writing Class ◽  
Efl Students ◽  
Crucial Part ◽  
Writing Task

In the context of higher education, corrective feedback plays a crucial part in academic writing. This paper, therefore, aims to explore the role of corrective feedback on the academic writing performance of EFL students at State Islamic Institute of Kudus. The study employed a qualitative research. In order to gather data, the writer interviewed the students about the perception of the use corrective feedback in enhancing their performance in academic writing. In addition, observation and documentation were conducted to get detail information. The result showed that corrective feedback including the aspects of providing and receiving feedback has led to better improvement in students’ academic writing performance. Indeed, they become more confident in performing their academic writing task. Further, through corrective feedback, students are highly pursued to give more comments regarding the performance of their peers in academic writing. In addition, lecturers merely give clarifications towards the corrective feedbacks in academic writing class by provoking question and answer to promote the students’ critical thinking skills.

scholarly journals A Critical Controversy: Reader-Response Theoreticians Opposing New Critics

2020 ◽  
Author(s):  
Alanoud Abdulaziz Alghanem
Keyword(s):  
Reader Response ◽  
Active Agent ◽  
Postmodern Theory ◽  
New Findings ◽  
Ontological Approach ◽  
Objective Theory ◽  
New Critics ◽  
Reader Response Criticism ◽  
Role Of The Reader

The present study is theoretically oriented proposing to re-read some major tenets of the New Critics and the reader-response critics in an attempt to reconsider the objective theory of the New Critics to test whether it is sufficient in catering for all aspects of a text. It works via the exploration of both protocols set by a number of the major founders of both theories aiming to reveal the oppositions, commonalities as well as undeclared similarities. The critical controversy will thus be brought to light, in a bid to point out the shortcomings of each approach. Throughout this exploration, the study demonstrates that the ontological approach of the New Critics becomes incomplete and doubtful. It proves that the New Critics’ ‘affective fallacy’ has sprouted the postmodern theory of the reader-response criticism where the reader is no longer a passive recipient, but an active agent who fills in the blanks and formulates meanings. Thus, the study concludes by proving that there are some commonalities between the New Critics and the Reader-response adherents highlighting the triumph of the latter in undermining the New Critics’ objectivity. The significance of the study lies in adopting the reader-response approach per se in the re-reading of the New Critics’ doctrines where the researcher comes up with new findings that testifies the crucial role of the reader/researcher in the production of new interpretations. The study concludes with some recommendations for further use.

scholarly journals The Position of Women and Violence Against them in Works of Serbian Literature

Reflexia ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 75-82
Author(s):  
Ljiljana Rakić
Keyword(s):  
Gender Equality ◽  
Educational Process ◽  
Point Of View ◽  
Teaching Literature ◽  
Language And Literature ◽  
Different Types ◽  
Negative Trait ◽  
Almost All ◽  
Forms Of Violence

Everyday and public life, contents of newspaper headlines, films, internet contents, social networks and practically all segments of life abound in scenes and descriptions of violence. The paper presents the characters of women who are portrayed as persons subject to subordination and other forms of violence within the literary works represented in the teaching of Serbian language and literature. The structure of the paper shows the analysis of the characters of individual women from the point of view of gender equality and position in society, but also the contextualization of the work. Aspects of noticing domestic violence and subordination of women throughout history are given, in almost all epochs of Serbian literature. The role of teaching literature in the educational process is to point out to students the manifestation of different types of behavior and to prepare children to see reality in constant comparison with the theme of the work. In recent times, we are facing the problem of gender equality and the idea of gender equality is becoming more and more prominent. The aim of this paper is to point out the importance of the content of teaching units in creating student awareness that violence is an extremely negative trait and that every kind of such behavior should be suppressed. Through independent presentations of students based on the analysis of individual female characters, interdisciplinary competencies are developed: problem solving, communication skills, skills of cooperation and life in a democratic society.

Guiding towards register awarenessin an undergraduate EFL curriculumin Italy

2020 ◽  
Vol 2 (2) ◽  
pp. 209-240
Author(s):  
Donna R. Miller ◽  
Antonella Luporini
Keyword(s):  
Student Perceptions ◽  
Positive Impact ◽  
Future Research ◽  
Structured Interviews ◽  
Verbal Art ◽  
Teaching Literature ◽  
Systemic Functional Grammar ◽  
Efl Students ◽  
Approach To Teaching

Abstract This contribution adds to ever-growing research on ‘pedagogical stylistics’, (e.g., Burke et al. 2012). We present a case study describing a register approach to teaching literature, or verbal art (Hasan 1985/1989), to undergraduate EFL students in a Systemic Functional Grammar (FG)-based perspective (Halliday & Matthiessen 2004). Our research is guided by two main goals: enhancing the students’ sensitivity to the peculiar functions of language in literature, as part of a wider curriculum on teaching register awareness, and setting up good practices to monitor and assess the effectiveness of our approach. Thus, we present a set of activities based on Hasan’s (1985/1989, 2007) framework for the analysis of verbal art as a ‘special’ register, which is rooted in FG. We then discuss quantitative and qualitative data related to student perceptions of our pedagogical approach, gathered through specifically designed questionnaires, which were followed by semi-structured interviews when possible. The data illustrate the largely positive impact of the approach on students’ engagement, though not unequivocally: problematic issues and implications for future research are also discussed.

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