Teaching Literature in the French-Language Classroom at German Grammar Schools (Gymnasien) between 1945 and 1985

2018 ◽  
pp. 99-114
Author(s):  
Meike Hethey
Keyword(s):  
French Language ◽  
Teaching Literature ◽  
Language Classroom

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

scholarly journals Teaching Literature Enhances Communication Skills – a Study with Special Emphasis on Poetry

2018 ◽  
Vol 7 (3.6) ◽  
pp. 187
Author(s):  
M Ilankumaran ◽  
P Deepa
Keyword(s):  
Communication Skills ◽  
Social Activity ◽  
Teaching Literature ◽  
Literary Forms ◽  
Language And Literature ◽  
Language Classroom ◽  
Thinking Ability ◽  
Ancient Times ◽  
Rhyme Scheme

The term communication is one of the most analyzed terms in the academic arena and it has been studied systematically since ancient times. Communication is an everyday social activity that is an essential and inherent component of every human being. It is a key to human development because the quality of the existence is linked directly to the quality of the communication. This article focuses on how literature in general and poetry in particular enhances the communication skills of the students. Every literary person knows about language and literature. However, they are most common to learn the vocabulary. Literature plays a key role in language classroom. It provides not only pleasure to readers but also builds experience and creates thinking ability. Moreover, literature has several literary forms such as prose, poetry, drama, novel, short stories, etc. Though there are several forms in literature, the most interesting genre is poetry. Poetry can be the works of great beauty due to its meter and rhyme scheme like the ebb and flow of an ocean. This really helps the student to show more involvement towards poetry. On the other hand, the students can try to know more vocabulary from the lines of the poems. Through different terms of poetry used in the classroom, the students get more benefits of knowing new terms and words.  

Laughing and smiling to manage trouble in French-language classroom interaction

2015 ◽  
Vol 6 (2) ◽  
pp. 89-106 ◽  
Author(s):  
Cécile Petitjean ◽  
Esther González-Martínez
Keyword(s):  
Classroom Interaction ◽  
French Language ◽  
Language Classroom

scholarly journals The Literature-Enactment-Process

2021 ◽  
Vol XV (1) ◽  
pp. 76-92
Author(s):  
Christina Poeckl
Keyword(s):  
Foreign Language ◽  
Language Arts ◽  
Teaching Literature ◽  
Pedagogical Tool ◽  
New Approach ◽  
Interdisciplinary Teaching ◽  
Language Classroom ◽  
Multiple Meanings ◽  
The University ◽  
Gain Access

This project promotes reading literature for students through a new approach termed the Literature-Enactment-Process (LEP) where students can gain access to and comprehend narratives and associated topics of inquiry through a range of phases, with drama-based conventions as a pivotal point. As a pedagogical tool, these performative strategies are embedded in a larger approach that combines individual and collaborative comprehension processes. The LEP seeks to explore literature interactively, in that the student’s individual views, the perceptions of others, and the text details are equally taken into account. Teaching literature should not remain restricted to correctly answering interpretative questions. If teachers demand only one “right” interpretation, learners are deprived of the enrichment and multiple meanings texts can generate. Students must be motivated to think and learn for themselves and for a world which is constantly changing, often to the detriment of our natural environment. For this purpose, the Literature and Ecology (LITECO) workshop was designed to fuse the study of literature and ecological learning using and exemplifying the LEP. At the University of Graz, the Literature-Enactment-Process was tested with current and future teachers as well as language arts students and positively evaluated as an interdisciplinary teaching approach for the (foreign) language classroom in secondary education.

A Multi-Nodal Approach to Teaching Literature-In-French at Tertiary Levels

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Siwoku-Awi Omotayo Foluke
Keyword(s):  
French Language ◽  
Teaching Literature ◽  
Philosophical Position ◽  
Computer Aided ◽  
Approach To Teaching ◽  
Literary Performance ◽  
Traditional Approaches ◽  
Nigerian Students ◽  
Computer Aided Learning ◽  
Communicative Abilities

Purpose: The purpose of this research is to propose solutions to the problems posed by the teaching of Literature-in-French to the Anglophone learner who has not gained mastery of the appropriate collocations, registers, jargons and expressions that can adequately describe an experience, an emotion or a philosophical position as to be able to analytically engage in the debates or polemics raised by the author of a literary text.Methodology: The methodology used is explanatory and historical in which the brief account of French language teaching and its importance to the Nigerian economy is traced; the foundational teaching at the secondary and teacher training levels and French teaching for special purposes are fundamental to mastery and ability to communicate and engage in literary analyses, which is the major discourse. The teaching of French is explored and the practice of traditional approaches is juxtaposed with the innovative multi-nodal approach, developed from the author’s over thirty years of tertiary teaching.Findings: The findings are that a multi-nodal approach to teaching Literature-in-French to Anglophone learners will improve their linguistic and communicative abilities and is a predictor of better achievement in French.Unique contribution to theory, practice and policy: This research has proposed a multi-nodal technique for teaching Nigerian students whose limited lexical and syntactical competencies in French do not allow for elaborate analysis of literary subjects. The implication for teaching literature-in-French is that it will be theory based, the type that falls within the experience of learners and that they can discuss with ease. The multi-nodal approach comprises of other innovative activities like translation, comparative study, computer-aided learning, students’ participation in roles plays, skits and in particular the use of easy-to-read texts. All these activities combined should enable an all-round achievement in French language and literary performance

scholarly journals The Inclusion of Literature Components in Malaysian English Papers: the Challenges and Pros in Teaching and Learning

AL-TA LIM ◽  
2017 ◽  
Vol 24 (3) ◽  
pp. 174-186
Author(s):  
Yahya Omar
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Direct Factor ◽  
Main Attention ◽  
Teaching Literature ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Language Classroom

The low proficiency attainment in English language among Malaysian learners has been given main attention in Malaysia Ministry of Education’s plan to further improve education. Part of the plan is by introducing literature components in the teaching and learning of English language curriculum. This has immediately changed the scenario of teaching and learning in English language classroom. This paper will review past studies related to the implementation of Literature component in English language by looking specifically at the teacher’s roles since teachers are the direct factor contributor in learners’ process of learning and teaching. Apart of roles in the learning process, teachers’ approaches employed in teaching literature component will be critically reviewed in this paper and suitable approaches available in teaching literature in English will be put forward.

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