scholarly journals LITERATURE IN PFL

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 27
Author(s):  
Iolanda Ogando Gonzalez
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Literary Texts ◽  
Cultural Patterns ◽  
Innovative Strategy ◽  
Language Classes ◽  
Language Classroom ◽  
Open Window ◽  
Dominant Tendency ◽  
Specific Culture

Despite the dominant tendency to remove literature from education, both in the scientific and the humanistic fields, many studies suggest ideas to continue using literary texts in the classroom, especially in first and second language teaching. The emergence of the intercultural approach in the last decades has been crucial in the attempt to recover the literary text as an innovative strategy that allows making the language classes into an open window to the world and, especially, to a specific culture. Based on that intercultural perspective, in the present work, we will review the arguments for the defence of literature in the language classroom. Thereby we can substantiate and contextualize our strategy of teaching Portuguese as a Foreign Language through literature, in order to promote students learn and recognise linguistic and cultural patterns. We believe this is the way to make PFL students conscious of the existence of topics that remain in the Portuguese linguistic and cultural imagination, and thus make them better speakers and mediators between their origin culture and Portuguese culture.

Literary text features as means for individual’s moral qualities formation at the Foreign Language classes in a comprehensive university

2019 ◽  
pp. 40-50
Author(s):  
Alfiya Mamleeva
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Literary Texts ◽  
Cultural Patterns ◽  
Comprehensive University ◽  
Language Classes ◽  
Moral Qualities ◽  
Text Features ◽  
Personal Qualities ◽  
Sense Of Justice

We attempt to analyze the main features of a literary text as a means of moral qualities development in the process of a Foreign Language classes in a comprehensive university. Various moral qualities such as the ability to work in a team, flexibility, honesty, courage and tolerance, sense of justice, the desire for knowledge are highly valued on the labour market today. The potential of the “Foreign Language” discipline contains a unique combination of ideas of spiritual, moral and aesthetic education, through which students are introduced to the ideals of morality and cultural patterns. We aim to identify the essence of text interpretation concept, which includes the reflexive component, important for the development of the aforementioned personal qualities. It is shown that the literary texts contain philosophical information, examples of problematic life situations in which certain social skills, human qualities, decisions and actions are demonstrated. Various examples of life situations presented in the literary texts are deeply analyzed and interpreted by students.

scholarly journals Środki retoryczne, liryka, glottodydaktyka – o zastosowaniu poezji na lekcji języka obcego

Neofilolog ◽  
1970 ◽  
pp. 157-166
Author(s):  
Dorota Szczęśniak Dorota Szczęśniak
Keyword(s):  
Foreign Language ◽  
Literary Text ◽  
Language Teachers ◽  
Literary Texts ◽  
Language Awareness ◽  
Rhetorical Devices ◽  
Teaching Language

This paper discusses the importance of working with a literary text (especially poetry) in the context of the foreign language (FL) classroom. In order to facilitate FL teaching, language teachers are encouraged to use poetry and rhetorical devices occurring in such texts (e.g. rhymes, alliteration, metaphor etc.). The paper offers some teaching procedures and techniques based on rhetorical devices, which may prove valuable in raising FL students’ motivation and language awareness while having fun analyzing quality literary texts.

scholarly journals O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe

2021 ◽  
Vol 12 ◽  
pp. 29-44
Author(s):  
Daniel Ferreira ◽  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Reflective Practice ◽  
Target Language ◽  
Literary Texts ◽  
Council Of Europe ◽  
Learning And Teaching ◽  
Language Classes

The use of literary texts results in extremely productive strategies for foreign language classes. Its resource creates an opportunity for reflective practice on the target language-culture and, consequently, enables the training of skills that are not only linguistic but also cognitive, aesthetic, cultural, social and human (Council of Europe 2001, 2018). Based on these assumptions, this study aims to promote literary texts in Portuguese as a foreign language (PFL) learning and teaching contexts and, for that purpose, follows the problematization of some theories and practices. At the end, there is a proposal for didacticization of “Bibliotecas”, a tale by Valter Hugo Mãe, as a suggestion for the introduction of literary texts in PFL classes.

scholarly journals USING LITERARY TEXTS IN NORWEGIAN LANGUAGE TEACHING

2021 ◽  
pp. 505
Author(s):  
Danica Piršl ◽  
Tea Piršl
Keyword(s):  
Cultural Awareness ◽  
Language Skills ◽  
Target Language ◽  
Literary Texts ◽  
Cultural Patterns ◽  
Authentic Material ◽  
Language And Culture ◽  
Teaching Language ◽  
Language Classroom ◽  
Target Culture

The use of literary texts in teaching language has varied from the strict focus on translation and essential grammar and vocabulary lists derived from the text to the more creative uses like acting, writing and debating. Nowadays, communicative language approach prevails in most classrooms and insists on immersing students into both the target language and culture. In this paper, the author argues that to accomplish this, one can use literary texts in a number of ways and help the students learn, practice and master various language skills, while at the same time relating the texts to the students' interests, goals and lived experiences and help them relate to the society whose language they are learning. Literature is presented as a great source of authentic material that can contribute to students' language enrichment and cultural awareness. According to the data obtained from the research conducted for the purpose of this paper, students learning the Norwegian language by extensive use of literature reported better understanding of the target culture, raised awareness of the different cultural patterns and improved language skills. The pedagogical implications of the research are that more authentic literary texts should be used in language classroom to boost successful language acquisition.

scholarly journals Emphasizing the use of literature as an effectual technique for teaching Language: A Study

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Abhibunnisha Begum
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Target Language ◽  
Literary Texts ◽  
Teaching English ◽  
Literature Teaching ◽  
Clear Cut ◽  
Basic Language ◽  
Language Classroom ◽  
Oral Skills

This paper aims at emphasizing the use of literature as an effectual technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. and vocabulary, grammar and pronunciation). Reasons for using literary texts in foreign language that is English and the main criteria for selecting apposite literary texts in foreign language classes are hassled as the only language in which all subjects travel is English. Moreover the teaching of language skill’s benefits is obtained through altered genres of literature (i.e. poetry, short fiction, drama and novel). Literature in a language classroom provides adequate space for the learners to observe, validate and mirror themselves. The purpose of using literature in a language classroom is to formulate the class interactive and it can be assured that an interactive class can apparently develop communicative competence of the learners and remain an enduring impact on their mind. Such a class can develop the decisive thinking abilities of the learners and at the same time preserve a learner centre environment. The use of literature is to focus on the positive contributions of a literary text as it exposes the learner to different registers, types of language use. Literature plays an important role in the English programs of many non-English speaking countries. However, there are some problems encountered by language teachers within the area of teaching English through literature. First, there are very few pedagogically-designed suitable materials that can be used by language teachers in a language classroom. Second, there is a lack of groundwork in the area of literature teaching in TESL / TEFL programs. Third, there is the nonexistence of clear-cut objectives defining the role of literature in ESL /EFL. The teacher has a significant role in teaching English through literature. Literature is not only a device for developing the written and oral skills of the students in the intention language but also is a window opening into the culture of the target language, building up a cultural proficiency in students.

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

scholarly journals SPHERE CONCEPT OF RUSSIAN LANGUAGE IN THE STUDY OF LITERARY TEXT

2013 ◽  
Vol 3 (3) ◽  
pp. 75-80
Author(s):  
VIOLETTA GRIGORYAN
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Present Article ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Russian Culture ◽  
Text Study ◽  
The Russian Language

Joining Russian culture through literary texts is very important in the process of learning Russian as a foreign language (RFL). It may promote to intelligence of mode of thinking, attached to a new sphere concept, which can effectively help students to be acculturated in the process of creating a second language person at lessons of Russian language in higher school. In the present article we attempt to examine the sphere concept of the Russian language in the system of literary text study.

scholarly journals Podcasting as a tool to develop speaking skills in the foreign language classroom

2020 ◽  
Vol 28 (1) ◽  
pp. 40
Author(s):  
Mario Tomé Díez ◽  
Marlisa Amanda Richters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Spoken Language ◽  
Preparation Time ◽  
Foreign Language Learners ◽  
Actual Duration ◽  
Language Classes ◽  
Language Classroom ◽  
Oral Activity ◽  
Speaking Skills

<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>

scholarly journals Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author

2021 ◽  
Vol 18 (2) ◽  
pp. 194-206
Author(s):  
Ljudmila P. Dianova
Keyword(s):  
Foreign Language ◽  
Modern Science ◽  
Literary Text ◽  
Russian Language ◽  
Literary Texts ◽  
Verbal Creativity ◽  
Ethnic Language ◽  
Cultural Component ◽  
Symbolic Content ◽  
The Russian Language

The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.

scholarly journals Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom)

2021 ◽  
Vol 14 (33) ◽  
pp. e16754
Author(s):  
Alla Guslyakova ◽  
Nina Guslyakova ◽  
Nailya Valeeva ◽  
Ludmila Veretennikova
Keyword(s):  
Foreign Language ◽  
Comprehensive School ◽  
Project Based Learning ◽  
Young Learners ◽  
The Third ◽  
Language Class ◽  
Language Classes ◽  
Language Classroom ◽  
Effective Analysis

The article covers the problem of project-based learning (PBL) in present-day foreign language classes. The main aim of this research is to identify how PBL method can be implemented in teaching a foreign language (for example, English as a second language) in a modern comprehensive school and to give recommendations on organizing a foreign language class with the help of PBL. The working hypothesis of the study says that PBL method can be a relevant and effective methodological technique allowing educators to improve the quality of school education and motivating young learners to work hard at L2 classes and study a foreign language better. For the effective analysis and estimation of project-based learning in teaching ESL a two-step experiment was conducted. Overall, the results of the study demonstrated the importance of introduction of project-based learning in foreign language classes as an essential component of the teacher’s work in the present-day education. They also proved that project-based learning should be a must in every educator’s pedagogical “piggy-bank” because PBL is an effective professional instrument which may overcome the latest demands and challenges of the third millennium society.

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