Using Literature in Teaching English As A Second Language A Case Study of Arda College
Using Literature in Teaching English As A Second Language A Case Study of Arda College
Using Literature in Teaching English As A Second Language A Case Study of Arda College
Volume 4 Issue 2, February 2020 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
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language learning class can provide a complete or absolute to be learn yet material for learning cn not be ignored or
knowledge to the learner. In this paper the responsibilities of avoided.
teachers and institustion will be discussed in this regard.
Literature used in EFL and ESL classrooms has had several
Objective of the study positive effects in many fields. It is seen that people who are
The research aims at: fond of reading fiction grasp more command on language
1. Opening up new platforms in learning English as a than the people who study English as a language. Fiction
seconding language. helps to enhance the knowledge of diverse sentence
2. Developing interest in literature in learning the trend of constructions, diction, and also passive narrations. Readers
different traditional cultures of others inside and of fiction go across to real life conversational sentences
outside the classrooms. which sharpens their wittiness in argumentative language.
Since the fictional world of writing still dominated by English
Questions of the study speaking people or the people who find English in their
To meet the foregoing stated objectives the following family as a native or first language, so there are less chances
research questions are raised: to have inaccurate construction of sentences. Generally it is
1. How can Literature be a rich source of earning English seen that something which seems very serious to make the
as a second language? people understand can be easily explained by the medium of
2. Are the students and teachers of Jizan University aware a provided situations or by creating a scene where speakers
of the importance of the different literary genres which are made to speak the dialogue in such a form that reader
can be taught in classrooms? starts thinking in the same point of view. Literature is always
rich with personal narratives based on first on second hand
Research Methodology: experiences, this type of literature must have grasp the
Participants reader’s attention as a theory Reader Response Theory
The paticipats sample selected for this study consisted of advocates the response which is given by readers by reading
students at Jizan University the purposive population of the such type of texts. Reader response theory is all about
study consisted exclusively of studnts of translation. The reader’s reaction after reading a text. All the specific text,
study is done among Sixty undergraduate students at Jizan read in novels or in a literary work generally seen to be
University in Jazan. They are selected randomly for this compared by the readers with their own life experiences.
research. Reader’s response theory can be use by teachers to offer new
ideas in class rooms, from elementary level to the higher
Instrument education. Literature not only helps to improve the reading
The current study used one tool which was questionnaires. writing and speaking skills but also provides with the
Sixty questionnaires were taken for assessment, which was cultural knowledge because every language is associated
suitable for eliciting suitable response. with its culture.
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International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
Figure1:
Figure2:
1. The analysis of the questionnaire Figure 2 presents that 65% of the students among 45 participants who answer the
questionnaire were agreed Do you think fiction helps to learn the daily conversational sentences? while 35 % of the
participant were negative about this.
3: The analysis of the questionnaire Figure 3 presents that 51% of the students among 45 participants who answer the
questionnaire were agreed that movies play important role in learning English as a second language, while 49% of the
participant were negative about this.
Figure3
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International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
Figure 4:
2. Figure four presents the analysis of the question four in which they were asked “Is reading prose; such as novels, short
stories and essays are a good source to improve writing skill?”. Students found this question different, 45% of the
students among 45 participants who answer the questionnaire were agreed that reading prose; such as novels, short
stories and essays are a good source to improve writing skill, while 20% of the participant were negative about this,
and rest 35% of students were uninterested to give the answer.
Figure 5:
Figure 5 presents the ananlysis of the question five in which they were asked “Do you like culturally diversed class rooms”.
Students found this question unintersting, 35% of the students among 45 participants who answer the questionnaire were
interested to study in a culturally diversed classroom, while 10% of the participant were negative, they wanted to study with
their nationals only, and rest 55% of students were uninterested to give the answer.
Figure 6:
3. Figure 6 presents that 82% were positive when they were asked “Do you want a class where teachers use literary text in
teaching English language? they were interested to learn English language with the help of English literature, while 18% of
the participant were negative or ignorant about the using of literature in ESL class rooms
Conclusion: process will not only open the way of writing style yet by
English language has taken place of being the first global reading aloud text, students would improve their reading
language so cultural knowledge of English language becomes skill and also by repetition of the same reading in a lecture
an essential part of learning. Many theories of learning can they will learn the style of that particular author. By
be applied in classrooms to fulfill this purpose of teaching rewriting the text, students would be able to relate their own
literary text in ESL classrooms reader response theory plays experience with that specific text which will open the way of
an important role in learning. Although reader-responsee new ideas and new ways of writing style. This job can be
theory is a developing field of literary studies but it’s very done by a group of the students in which every group will
useful to assess about our own reading style. Through reader discuss and edit the text four or five times before coming to
response theory a classroom teacher can make number of the teacher; as a result a good writing style can be expected
activities to be conducted classrooms. A literary text can be from the students. Generally, course material provided in
given to the students to read aloud and then every student language learning lacks passion, enjoyment, intellectual and
can be asked to explain the text in their own words, this critical thinking.
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