2

2.
INTRODUCTION: •Language teaching is a process whose aim changes not only from country
to country and culture to culture but from individual to individual. •The so called "Communicative
Language Teaching", which is very popular nowadays, gives credit to the use of the "authentic
language" as it is used in a real life context whenever possible.
3. WHA T IS LITERATURE? • According to Moody literature is like an umbrella term giving

information on every business (Moody, 1971;1). • Therefore literature, for being interested in
every kind of written and spoken business, can be defined as expressing a specific subject e.g.
literature for construction, literature for medicine, literature for child raising texts may express
the author's style. I
4. PROBLEMS IN TEACHING LITERATURE IN FOREIGN LANGUAGE •In some cases, it is

itself a situation taken from the absurd, in which the students are supposed to read books in a
language they hardly understand and then they discuss structure, the author's style etc. •Under
such circumstances, it may be absurd to believe that the students are learning anything of
significance.
5. •The idea of using plays may come as response to this situation. To have the students deal
with originals in a fırst course, use the language creatively, improve their language level, loose
themselves from the claws of the dictionary, respond positively to the subject and learn some
literature.
6. CLASSROOM PRACTICE • The course may be structured in five stages. 1. Introducing

theory and reading the plays. 2. Creative writing 3. Performative Exercises 4. Playwriting 5.
Producing and Performing Students' Plays
7. INTRODUCING THEORY AND READING THE PLAYS. •In the fırst stage, the presentation of
outline of the course' setting schedules, distributing the reading list are introduced. •Plays are
always a good echoic for beginners.
8. CREATIVE WRITING • students are encouraged to produce material from their own insights
1. THE FIRST EXERCISE IS WORD ASSOCIATION. The teacher says a word, such as black,
and the students immediately write down a chain of words that popped into their minds.
2. THE SECOND EXERCISE CONSISTS OF WRITING DOWN DREAMS, TRYING TO JOT

DOWN IDEAS AND IMAGES AS SOON AS THE STUDENTS WAKE UP, RATHER THAN
WRITING LOGICAL COMPOSITIONS. • The students are also encouraged to write down
dialogues overheard on buses and in the streets (when the English speaking tourist could be
found), and then read them aloud in English in class at the end of these exercise
9. PERFORMATIVE EXERCISES •Performance time! •the students are well acquainted and
there is little embarrassment left •performing exercises may be very difficult for a teacher who
does not feel at ease acting in a classroom.
10. PLAYWRITING • one of the students 'dream is selected and each one has to write a
dialogue on his dream and the students improvise a sketch based on that dialogue. • Three
students who are reluctant to perform are asked to observe the sketch and write down the parts
they consider most relevant • Some passages from the dialogue are repeated. but others are
created on the spot • All communications in English, and the students even start to speak
English among themselves outside the class.
11. PRODUCING AND PERFORMING STUDENTS' PLAYS • The fifth stage is the time coming
for the students to define roles; who is to be the director, the producer, the program writer, the
leader ow the discussion, and players. • The students are so enthusiastic that they come during
off-hours to rehearse. There is almost no need to memorize parts; since the student shave
conceived and worked on the text together
12. THE COMMON ARGUMENTS AGAINST USING LITERATURE IS AS FOLLOWS: • First,

since one of our main goals as foreign language teachers IS TO TEACH THE GRAMMAR OF
THE LANGUAGE, literature, due to its structural complexity and its unique use of language,
does little to contribute to this goal. • Second, literature often reflects a particular cultural
perspective, thus, on a conceptual level, it may be quite difficult for students • Finally, the study
of literature will contribute nothing to this goal. These arguments certainly need to be addressed
if we are to reach a decision as to whether or not to use literature.
13. USAGE • As foreign language teachers we all share the objective of promoting our students'
awareness of the structure of the language. • However, Widdowson (1978; 3) points out two
levels of linguistic knowledge as;
THE LEVEL OF USAGE and the level OF USE. • According to his definition usage involves a
knowledge of rules, whereas use entails knowing how to use these rules for effective
communication.
14. THE COURSE CAN BE CONSIDERED SUCCESSFUL IN SEVERAL ASPECTS 1. It

enables the students to improve their written and oral English 2. It also helps them to relax when
communicating in a foreign language 3. They understand principles by practicing them and
develop a critical attitude toward cultural habits.
15. THE USE OF LITERARY TEXTS IN LANGUAGE TEACHING CAN BE SUMMARIZED AS
FOLLOWS: 1. Literary texts will help not only to improve reading but listening, speaking and
writing skills as well 2. It is possible to understand and get general information related with
experiences and events in real-life by using and analyzing literary texts 3. Literary texts will help
to realize the individual and societal developments. They make the readers to improve
themselves culturally and educationally in accordance with their emotional features. They also
remove mother tongue interferences. 4. Literary texts make the students acquire analyzing and
criticizing skills
16. NEEDLESS TO SAY USING LITERARY TEXTS IS VERY HELPFUL FOR THE STUDENTS
TO ACQUIRE, OR LEARN, HOW LANGUAGE WORKS IN REAL CONTEXTS. BUT THE
FOLLOWING CRITERIA SHOULD BE TAKEN INTO CONSIDERATION 1. The texts should be
chosen carefully, because it should not be forgotten that in these texts there may be
grammatical, linguistic, and literal difficulties. 2. Literary texts should include the structures and
vocabulary previously learned. In that there should not be difficult and ambiguous structures. 3.
You should deal with linguistic and grammatical sides as well and avoid to make the lesson as if
the author teaches.
17. "Literature will increase all language skills because literature will extend linguistic
knowledge"

2

Uploaded by

Copyright:

Available Formats

2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2

Uploaded by

Copyright:

Available Formats

2.

3. WHA T IS LITERATURE? • According to Moody literature is like an umbrella term giving

4. PROBLEMS IN TEACHING LITERATURE IN FOREIGN LANGUAGE •In some cases, it is

6. CLASSROOM PRACTICE • The course may be structured in five stages. 1. Introducing

2. THE SECOND EXERCISE CONSISTS OF WRITING DOWN DREAMS, TRYING TO JOT

12. THE COMMON ARGUMENTS AGAINST USING LITERATURE IS AS FOLLOWS: • First,

14. THE COURSE CAN BE CONSIDERED SUCCESSFUL IN SEVERAL ASPECTS 1. It

You might also like