Collie and Slater (1987) explains the authenticity of literary texts saying that literary works are authentic because they are not arranged specifically to a language teaching situation. Furthermore, literature can offer authentic language to the language classroom. Rich metaphorical usages of the language not only teach additional language, but also engage students with critical concepts. Carter and Walker (1989) assert similar things saying that because literature, itself, is language it can serve well to the language learning purposes. Rahim (1989) mentions that literary works use language lavishly and teach additional language. For instance, functions of the written language can be exposed to students by means of literature. Collie and Slater (1987) argue that students enrich their language, studying literary works. It seems to follow that literature should enter into the language study of those who are to use the language with the greatest possible skill and effect (Cited in Sage, 1987, p.6). What Lee (1970) says about the value of studying literature in terms of language learning is remarkable: It is in literature that the resources of the language are most fully and skillfully used. Literature is mostly regarded as the richest source of a language. These arguments primarily comprise the linguistic, the cultural and the educational value of the literature. There are several arguments about the use of literature in the language classroom and what it can offer to foreign language learners. The literature of the target language is regarded as a contributing factor to the target language learning and remained in the English curricula of non-English speaking countries (Stern, 1991). One of them is to benefit from literature in the language classroom. Instructors and theoreticians have always searched for new ways of teaching language to students better.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |