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Journal articles on the topic 'English-language literary texts'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Rachidi, Fatima. "Using Literary Texts in English Language Education: Benefits and Challenges." International Journal of Science and Research (IJSR) 12, no. 1 (2023): 303–5. http://dx.doi.org/10.21275/sr23107205346.

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Sontag, Gustavo, and Angélica Micoanski Thomazine. "Letramento literário e ensino de língua inglesa através do Idiomas sem Fronteiras." Revista Criação & Crítica, no. 40 (December 20, 2024): 255–77. https://doi.org/10.11606/issn.1984-1124.i40p255-277.

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One of the courses for English for Specific Purposes (ESP) of the Brazilian project Language without Borders includes Literature as a specific area, which aims to teach students how to identify and understand literary genres, terminology of this area and to develop critical reading. However, there are not many studies focused on this field. Therefore, this experience report shows how the development of didact material and lesson planning can promote literary literacy through English Language Teaching. Based on the theory of Genre Pedagogy for language teaching, on reading strategies for unders

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Sadhu, Maun, and Yesha Bhatt. "Technology Enhanced English Language Learning Using Literary Texts." RESEARCH REVIEW International Journal of Multidisciplinary 9, no. 1 (2024): 209–13. http://dx.doi.org/10.31305/rrijm.2024.v09.n01.024.

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The paper tries to observe and emphasize the use of English literature to learn the language by using technology and digital tools. This helps in teaching as well as in learning. Students can focus on learning language skills (Listening, Speaking, Reading, and Writing) and areas of language and grammar. Appropriate literary texts contain language in its purest form and activities supported by technology can help students to learn the language. Digital learning and teaching are an inevitable part of education these days. Learners can get access and expertise in language through online activitie

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Rabb Khan, M. Shamsur, and Ali Mohammad Alasmari. "Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches." International Journal of Applied Linguistics and English Literature 7, no. 5 (2018): 167. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.167.

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Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt succ

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Kim, Jungyin. "Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts." Sustainability 14, no. 3 (2022): 1372. http://dx.doi.org/10.3390/su14031372.

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Using a qualitative approach, this study examines ways in which reading global literary texts and communicating with native English-speaking teachers informed a group of Korean university students’ English language learning and intercultural awareness. The students chose the pre-selected illustrative books, created short video clips, produced electronic books, prepared power point presentations, participated in creative writing sessions, and engaged in small group talk. The main data in this study include English group discussions from the Korean students, observation notes of the students’ gr

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REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations

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Belete, Netsanet Haymanot, and Sualih Mussa. "An Investigation Into the Implementation and Selection of Literary Texts to Teach Reading Skills in EFL Classes: The Case of Preparatory Schools in Awi Zone, Ethiopia." Theory and Practice in Language Studies 11, no. 5 (2021): 498–508. http://dx.doi.org/10.17507/tpls.1105.06.

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This study was conducted to investigate the selection and implementation of literary texts for teaching of reading skills in English as a foreign language classes in preparatory schools in Ethiopia. In doing so, descriptive survey design was employed. To collect data, observation, questionnaire, interview and text analysis were used as data collection tools. Using simple random sampling technique, 30 grade 11 English teachers for questionnaire and 6 teachers for observation and interview were selected. Text analysis was also used to evaluate the suitability of literary texts. The study reveale

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Palmer, Khanyanga. "ACHIEVING CULTURAL AWARENESS IN ENGLISH AS A FOREIGN LANGUAGE (EFL) LESSONS USING AFRICAN LITERARY TEXTS." International Journal of Social Science and Humanities Research 11, no. 1 (2023): 78–88. https://doi.org/10.5281/zenodo.7556555.

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<strong>Abstract:</strong> Literature has been used to teach the English language for a considerably long period of time. The purpose of this study is to investigate the effectiveness of specifically using African literary texts to achieve cultural awareness via cross-cultural reading in the field of teaching English as a Foreign Language (EFL). The study extends to establish why African literary texts have more to offer compared to other literary texts from elsewhere in terms of the capacity to teach English as a language. The effectiveness and broad benefits of including literature for the p

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Abdelaziz, Bousbai. "Techniques for Selecting and Evaluating English Language Literary Texts." الأثر, no. 19 (January 2014): 7–14. http://dx.doi.org/10.12816/0008959.

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Zamatul Amri, Zamatul Nur Emylyn, and Nurul Farehah Mohamad Uri. "English Language Literature Component: Students’ Perspective and Attitude Towards Malaysian Literary Texts." Malaysian Journal of ELT Research 22, no. 1 (2025): 46–61. https://doi.org/10.52696/ryva6926.

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The English language literature component has experienced several changes between the year 2000 to 2025. As a result of the changes, the amount of local literature used significantly decreases. In the latest change, local literary text in English was no longer included despite positive feedback given towards it. This study was conducted to find out the perspectives of secondary school students on the inclusion of local literary texts, the difference in students' attitude towards local literary texts as compared to Western Literary texts, and factors that affect attitudes. This study employed a

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Quliyeva, Sahilə. "THE ROLE OF USING ENGLISH LITERARY TEXTS IN DEVELOPING STUDENTS' LANGUAGE SKILLS: A SCIENTIFIC LITERATURE ANALYSIS." Scientific Works 91, no. 4 (2024): 123–26. http://dx.doi.org/10.69682/arti.2024.91(4).123-126.

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The article is devoted to the analysis of the role of using English-language literary texts in the development of students' language skills in scientific literature. The article examines the contributions of literary texts to the development of language skills of learners in English language teaching in terms of the ideas and approaches obtained as a result of the researches and investigations of many scientists, linguists, pedagogues, and methodologists, and the role of literary texts is analyzed from the point of view of these considerations.

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Rossette, Fiona. "Translating asyndeton from French literary texts into English." Target. International Journal of Translation Studies 21, no. 1 (2009): 98–134. http://dx.doi.org/10.1075/target.21.1.05ros.

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While asyndeton between finite clauses within the sentence may be considered a marginal construction, compared for example to coordination or subordination, it is more frequent in French than in English, in which it is limited with respect to genre. Particularly interesting examples, both quantitively and qualitively, can be found in French literature, notably in the fiction of Marguerite Duras, who made asyndeton her hallmark. This study documents the choices made by English translators of Duras, and of three other French writers who exploit asyndeton. Literature aside, asyndeton in French te

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Brown, Llewellyn. "Bilingualism and Musicality in Samuel Beckett’s Textes pour rien / Texts for Nothing." Samuel Beckett Today / Aujourd’hui 30, no. 1 (2018): 5–19. http://dx.doi.org/10.1163/18757405-03001001.

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Abstract Beckett’s bilingual work brings to light a non-negotiable dimension inherent in language. The two versions of the ‘same’ literary work prove to be substantially different as regards the effect produced. Their musicality involves the impact of language on the subject, and is apparent in the specific qualities inherent in French and English. While the French reveals ‘weaker’ rhythms, and more fluid and allusive language, the English reinforces the substance of words. The two languages are thus not equivalent but maintain their radical difference in relation to each other.

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Shodieva, Gulnoza Nematilloyevna. "THE ROLE OF LITERATURE IN TEACHING ENGLISH." EURASIAN JOURNAL OF ACADEMIC RESEARCH 3, no. 1 (2023): 65–68. https://doi.org/10.5281/zenodo.7559486.

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In this  article, the use of literature as an effective technique for teaching both basic language skills (reading, writing, listening and speaking) and language areas (vocabulary, grammar and pronunciation) are emphasized. Reasons for using literary texts in foreign language that is English and the main criteria for selecting suitable literary texts in foreign language classes are stressed as the only language in which all subjects travel is English.

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Gywali, Netra. "Using Literary Texts in Teaching English as a Foreign Language." JMC Research Journal 12, no. 1 (2023): 59–72. http://dx.doi.org/10.3126/jmcrj.v12i1.61629.

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The present study investigates the effectiveness of using literary texts in teaching English as a foreign language in Nepal. The objective of this study is to explore the multiple advantages of literary text in language teaching. Adopting a qualitative design, the study collected data from eight teachers from four private schools of Mahalaxmi Municipality of Lalitpur district of Kathmandu Valley. The data were obtained through semi-structured interviews and interaction with the teachers. After the interview and the Interaction, it was known that the literary texts were effective resources for

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DeCoursey, C. "How Teachers Adapt Nine Kinds of Literary Language for Second-Language Learners." English Language Teaching 16, no. 3 (2023): 49. http://dx.doi.org/10.5539/elt.v16n3p49.

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English literature is taught around the world. Most teachers of English in China are non-native English users. Most adapt literary texts for their second-language classrooms. Little research explores their processes of modifying texts. This study analysed data from 202 in-service and intending teachers, over four years. Teachers were asked first to adapt Jebb&rsquo;s translation of Antigone, and then to adapt a second play text, either a Shakespeare or a 20th century play. The time taken to adapt Antigone was assessed, yielding a time estimate for adapting a full-length play text, as well

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Popova, Larisa Georgievna, Lyubov' Mikhailovna Shatilova, and Nadezhda Viktorovna Samarina. "Semantic content of indefinite pronouns in the English literary texts." Litera, no. 10 (October 2021): 148–55. http://dx.doi.org/10.25136/2409-8698.2021.10.36364.

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The goal of this article lies in analysis of the semantics of indefinite pronouns of the English language, which form the core of the semantic field of uncertainty from the perspective of functional linguistics. The subject of this research is the semantic content of English indefinite pronouns in the literary and publicistic texts. The relevance of this work is defined by the lack of works in both domestic and foreign modern linguistics dedicated to indefinite pronouns of the English language. The scientific novelty consists systematization of indefinite pronouns in form of semantic field and

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Sadullaev, Denis Bakhtiyorovich. "Renaissance And Renaissance Philosophical Texts Through The Prism Of Historical Approach." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 364–71. http://dx.doi.org/10.37547/tajssei/volume03issue05-67.

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The article is devoted to some aspects of the functional specificity of lexical borrowings - neologisms - that have found their vivid reflection in the works and philosophical thought of the European era and, in particular, the English Renaissance, represented by its brightest representatives such as Thomas More, Francis Bacon, John Donne, Shakespeare and others. The authors consider this problem in a synchronous-diachronous cut and in the light of the new socio-political situations of the century of the English Renaissance and in the light of the evolutionary process of the formation of the E

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19

Vlasova, Ekaterina Viktorovna. "Hyperbolization in modern English literary texts." Philology. Issues of Theory and Practice 16, no. 10 (2023): 3372–78. http://dx.doi.org/10.30853/phil20230521.

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The aim of the paper is to identify in a systematized manner various means and ways of expressing hyperbolization in the speech of characters in modern English literary texts. The research is novel in that it is the first to systematize a variety of hyperbolic means in English-language fiction that allow achieving a certain emotional impact on the addressee. The paper analyzes the contexts of the use of exaggeration in the speech of 25 characters in the works of modern English writers: India Knight’s “Comfort and Joy” (2010), Sophie Kinsella’s “Finding Audrey” (2015) and “Love Your Life” (2020

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20

Rashid, Bahra T., and Mariwan N. Hasan. "The Significance of Literary Texts in the Pedagogy of English Language in EFL and ESL Classrooms." ISSUE 7 4, no. 2 (2020): 22–27. http://dx.doi.org/10.25079/ukhjss.v4n2y2020.pp22-27.

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Nowadays, one of the major concerns of teachers is usually about the material they intend to present to the students. The challenge that faces English classes is literature. The benefits of using literary texts in English language classes outweigh its shortcomings that specified by some literary critics, for instance, Chnara Khdhir and Mariwan Hasan pointed out this truth in their paper entitled, “The Importance of Literary Texts in Teaching Language in EFL Classes: The Waste Land as an Example”, which we strongly agree that one can easily learn a language through the literature of the target

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Kebede, Gedefaw Abie, and Yihenew Melese Milkitie. "A Panoramic Evaluation of Literary Texts in Preparatory Students’ English Text Books." Theory and Practice in Language Studies 8, no. 8 (2018): 996. http://dx.doi.org/10.17507/tpls.0808.11.

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Learning language through literature has got a great emphasis in foreign language class room since the use of literary text as a resource for teaching macro and micro skills is very popular within the field of language learning. Literary texts increase the learners’ proficiency of integrated language learning as they enable the learners to apply all macro and micro skills. Of the issues to be considered, the contents, their levels of difficulty, their diversity and the appropriateness of the tasks designed based on the contents. This study evaluated the literary texts in preparatory students E

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EJIE, Ifelunwa Margaret. "Exploiting The English Language: A Stylistic Analysis of the Language of Poetry." International Journal of Research in Education and Sustainable Development 4, no. 5 (2024): 100–109. https://doi.org/10.5281/zenodo.11185229.

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<em>This paper is an exploitation of the linguistic and paralinguistic features in the stylistic analysis of a text. By exploring the controversy between the linguists and the literary critics, this study was able to utilize the linguistic theory of M.A.K Halliday’s systemic functional grammar in the analysis of a literary text. It was found out that the investigation of content and form both need a joint collaboration that provides an insight into the inner working of the text by revealing the possibilities and limitations of the text. It concluded that language use in this field of dis

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Kaiser, Birgit Mara. "Teaching Comparative Literature in English(es): Decolonizing Pedagogy in the Multilingual Classroom." Cambridge Journal of Postcolonial Literary Inquiry 7, no. 3 (2020): 297–306. http://dx.doi.org/10.1017/pli.2020.7.

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This article reflects on the challenges that arise when the comparative literature classroom, especially in the Netherlands, is increasingly multilingual and simultaneously increasingly monolingual in its focus on English as a primary language. In view of moving comparative literary studies beyond its Eurocentric framework, what opportunities lie in teaching translated texts in “English(es)” in such a multilingual setting? What are the effects of such an interplay of mono- and multilingualism in view of a commitment to decolonizing the literary curriculum and pedagogical practice? What attenti

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Gómez-Rodríguez, Luis Fernando. "English Learners’ Literary Competence Development through Critical Thinking Tasks in a Colombian EFL Classroom." International Journal of Applied Linguistics and English Literature 7, no. 7 (2018): 90. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.90.

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Literary competence is still a poor research subject in many EFL (English as a Foreign Language) settings. Therefore, this qualitative case study analyzed how a group of Colombian English learners developed literary competence in the foreign language for the first time in their lives with the support of Numrich’s (2001) Sequence of Critical Thinking Tasks. Data related to English learners’ literary competence development were collected through learners’ transcripts of their oral responses to literature, artifacts (written papers/worksheets), and the teacher-researcher’s field notes. Data were

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Al-Saeed, Shaima J., and Abdullah A. Alenezi. "Assessing the Communicative Use of Literary Texts in EFL Coursebooks." English Language and Literature Studies 11, no. 2 (2021): 68. http://dx.doi.org/10.5539/ells.v11n2p68.

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Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauth

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Лебедь, Юлія, and Вікторія Киливник. "USE OF LITERARY TEXTS IN LEARNING A FOREIGN LANGUAGE." Молодий вчений, no. 1.1 (125.1) (January 19, 2024): 47–51. http://dx.doi.org/10.32839/2304-5809/2024-1.1-125.1-12.

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The literary text introduces students to the culture and history of the country whose language they are studying. In addition, reading can be used as a means of learning a foreign language for students, regardless of age or background. However, to effectively integrate literature into the learning process, teachers must be aware of their students' needs, knowledge, culture, and language abilities. The article is devoted to the consideration of the role of literary works in the study of the English language. Learning a foreign language is a long and complex process in which language learners en

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Aulia, Dhini, Fazri Nur Yusuf, Didi Sukyadi, and Azhar Aziz Lubis. "Literary genres in English textbooks for Senior High School." JEES (Journal of English Educators Society) 9, no. 2 (2024): 124–33. https://doi.org/10.21070/jees.v9i2.1876.

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While the potential of literary works in English as a Foreign Language (EFL) education is often discussed, limited research exist on their integration into Indonesian senior high schools English textbooks. The present study investigates how literary genres are incorporated into English textbooks in Indonesian senior high schools by investigating (1) the literary genre described in the textbooks and (2) the tasks that describe the language skills and the literary - specific knowledge to recognize the critical role of such content in fostering students' language development, cultural and intercu

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Bobkina, Jelena, Elena Domínguez Romero, and Susana Sastre-Merino. "Literature and language education." AILA Review 34, no. 2 (2021): 145–86. http://dx.doi.org/10.1075/aila.21003.bob.

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Abstract This study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these

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Afifuddin, Muzakki. "Integrating Personal Moral Values in Teaching Literature in English as a Foreign Language Setting." Buletin Al-Turas 28, no. 1 (2022): 91–104. http://dx.doi.org/10.15408/bat.v28i1.21844.

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This paper aimed at exploring the existence of the integration of personal moral values within the process of the teaching of literature in English as a Foreign Language (EFL) setting in an Islamic University in Indonesia. As a part of the personal literary competence being performed in approaching literary texts, in this case study, literature instructors in EFL setting were seen as approaching the teaching of the English Literary texts through the framework of Borsheim-Black’s Critical Literature Pedagogy. It was a pedagogical framework for merging goals of critical literacy and canonical li

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Rokhatoy, Abidova, and Madraimov Jafar. "The Role Of Literary Texts In Foreign Language Learning For ESP Classess." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 537–42. http://dx.doi.org/10.37547/tajssei/volume02issue11-92.

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This article discusses a novel method of using modern fiction literary texts selected according to the specifics of teaching, contains examples of various speech genres reflecting the state of the language today, and gives an idea of how communication in English takes place in various areas of communication, including professional communication in language learning process. The professional vocabulary is manifested both in the professional communication of the characters in the work and in the description of everyday situations.

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Kayumova, Shakhnoza Kabiljonovna, and Yulduz Shukhrat qizi Alikulova. "GLOSSARIES, NOTES AND COMMENTS ON LITERARY TEXTS." Involta Scientific Journal 3, no. 4 (2024): 155–57. https://doi.org/10.5281/zenodo.11105156.

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Glossaries are designed to assist the reader with a specifically difficult text. In diachronic studies of English, an acute need exists for glossaries for OE, ME, and ENE texts. Notes and comments on literary texts appear either as literature guides or as special chapters at the end of books for both native students and foreign language earners.

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Kang, Seojung. "The Record of Interdisciplinary Dialogue: Literature and Language Education in College, 1996-2016." Korean Society for Teaching English Literature 26, no. 2 (2022): 7–28. http://dx.doi.org/10.19068/jtel.2022.26.2.01.

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This study analyses articles addressing literature and language education in The Journal of Teaching English Literature of The Korean Society for Teaching English Literature, this year celebrating its 30th anniversary. By employing literature to promote students’ communicative abilities, English literature scholars have translated literary texts’ values through the language of English education. Thus, they have produced valuable research studies, specifically on how to use literary texts in language education and how to lead classes based on students’ interests. So, during this era of literary

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Abdul Samat, Norhanim, Nur Alwani Syahirah Azmi, and Tina Abdullah. "The Voice of Learners on English Literary Texts: Passing on the Mantle." Arab World English Journal 12, no. 4 (2021): 153–66. http://dx.doi.org/10.24093/awej/vol12no4.11.

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This study examines how pre-service teachers assess the appropriateness of literary texts used by high school students in terms of learners’ age, linguistic needs, and language proficiency. It also aims to determine the relevance of the texts used to learners’ cultural understanding. The participants in this study were five pre-service teachers who participated in a content analysis study of five literary texts. They analyzed the content of the texts using the four categories of textbook evaluation criteria proposed by Tomlinson (2001), namely, media-specific criteria, content-specific criteri

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Shriganeshan, Kandiah. "DEVELOPING WRITING SKILLS IN ENGLISH FOR SPECIFIC PURPOSES CLASSROOMS THORUGH LITERARY TEXTS." Journal of Teaching English for Specific and Academic Purposes 5, no. 3 (2017): 521. http://dx.doi.org/10.22190/jtesap1703521s.

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With ten years of learning English as a second language at schools it has not become a reality for the university undergraduates in Sri Lanka that they become proficient in English. The exam-oriented studies of the present Sri Lankan educational system which was derived from the British colonial rulers encourages and also develops a textbook culture which would promote communication in English. In order to maintain international contacts, to use it in education, science, medicine, engineering, technology and business, and to lead a modern life, there was a need for Sri Lankans to study English

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Nijabat, Aasma, Rafia Razaq, and Naheed Ashfaq. "Role of Literary Texts in Improving Writing Skills." Journal of Communication and Cultural Trends 1, no. 2 (2020): 55–72. http://dx.doi.org/10.32350/jcct.12.05.

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The current paper deals with the identification of the role of English literary texts in ESL classroom intended for the improvement of writing skills at elementary level. Qualitative approach was used in this study. Data was collected through document analysis and open-ended questionnaires. Six teachers who taught literary texts in ESL classroom were selected to fill the questionnaires. Twenty specimens of ESL learners’ classwork were analyzed using ESL Profile Composition (Jacobs, Zinkgraf, Wormuth, Hartfiel, & Hughey, 1981, p.30). This research offered promising results regarding the ben

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Becker, Daniel, and Frauke Matz. "Authors of everyday life. Towards learning with literary learner texts in English language education." Arbeiten aus Anglistik und Amerikanistik 48, no. 1 (2023): 99–120. http://dx.doi.org/10.24053/aaa-2023-0005.

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In the digital realm of the 21st century, the production and distribution of literature has changed drastically; writing literary texts is no longer a privilege of professional authors and publishers but has transformed into a participatory practice, with non-professional writers sharing their own literary narratives via social media platforms. This digital practice has become particularly relevant among teenagers and young adults as they increasingly use the opportunity of producing and sharing their own literary texts as a means of negotiating their identities and the social environments aro

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Odinayev, Abbosbek Akram og'li., and Zafar Abdusamadov. "TRANSLATING UZBEK IDIOMS TO ENGLISH LANGUAGE IN LITERARY TRANSLATION." International Journal of Education, Social Science & Humanities. FARS Publishers 11, no. 2 (2023): 253–61. https://doi.org/10.5281/zenodo.7625995.

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Through this article, you will learn about the changes in translation, words, phrases, texts in the Uzbek language and in English. At the same time, you will also learn about their translation activities and their prospects in the near future.

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R B, Dr Ritu Benjamin. "LITERATURE: AN EFFECTIVE TOOL FOR LEARNING ENGLISH LANGUAGE." Journal of Dynamics and Control 9, no. 6 (2025): 88–92. https://doi.org/10.71058/jodac.v9i6008.

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Literature and literary texts can be considered effective and significant pedagogical tools for learning English as a Second language. Literature provides motivation for linguistic improvement; it makes language learning enjoyable. Among various approaches to teaching and learning English, the inclusion of literature can play a vital role. To facilitate language proficiency, literary texts like poetry, fiction, drama, and non-fiction are highly relevant. This paper aims to emphasize on literature as a tool for English language learning. Students can be made familiar with literature while impro

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Panajotović, Artea, Tijana Parezanović, and Maja Ćuk. "The use of literary contents in English language teaching." Reci Beograd 14, no. 15 (2022): 11–23. http://dx.doi.org/10.5937/reci2215011p.

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Relying on the communicative approach to foreign language teaching, this paper investigates the connection between literature and teaching methodology and points at the possible benefits of literature for foreign language learning, as well as for the development of students' cultural competences and the expansion of their general outlook on life. Arguments for the use of literature in foreign language teaching can be classified into five categories: Through the correct use of literary texts, students improve their language skills and competences (linguistic argument), while literary contents m

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Nitin, S. Thakare. "Micro-Blogging- A Current Literary Trend." International Journal of Advance and Applied Research S6, no. 18 (2025): 639–40. https://doi.org/10.5281/zenodo.15260748.

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<em>The emergence of micro-blogging as a new form of literacy expression within the field of English language like and literature analyzing How platforms like twitter and Instagram enable users to share concise, often Ephemeral thoughts and observations impacting the way narratives are constructed. Disseminated and received while also exploring the implications of character limitations visual integration and the dynamic nature of line discourse on literacy analysis and creative writing practices. In English language and literature micro-blogging can be used as a tool to foster, quick enaging w

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Kurnia, Fabiola D. "Organizational Patterns of English and Foreign Texts for Language Teaching: A Contrastive Analysis." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 1 (2015): 29. http://dx.doi.org/10.15639/teflinjournal.v12i1/29-48.

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The purpose of this paper is to analyze the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literary work. A contrastive list of foreign English text in Galsorthy's Quality and the standard English texts was used as the data. The data were then analyzed according to the organizational patterns of sound systems, grammatical structures, vocabulary system, and cultural features. The analysis suggests that foreign English texts offer a source of systematic preliminary study of language. The conversations in the work of literatur

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Yaşar qızı Allahverdiyeva, Ülkər. "The importance of using examples of folklore to enrich students' vocabulary." SCIENTIFIC RESEARCH 09, no. 5 (2022): 7–10. http://dx.doi.org/10.36719/2789-6919/09/7-10.

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Xarici dillərin tədrisində lüğət bazasını inkişaf etdirmək çox vacibdir. Bədii mətnlər ingilis dilinin öyrənilməsində, xüsusilə ünsiyyət bacarıqlarının artırılmasında, mədəni şüurun artırılmasında və tələbələr arasında motivasiyanın yaradılmasında mühüm rol oynayır. Aparılan tədqiqatlar orijinal materialların istifadə olunduğu EFL siniflərində ədəbi mətnlərdən istifadənin potensial üstünlüklərini göstərir. Bu tədqiqatlar geniş şəkildə göstərir ki, bədii mətn dil bacarıqlarını artırmağa kömək edə bilər və linqvistik bilikləri genişləndirə bilər. Bu məqalə ingilis dilini öyrənən zaman bədii mətn

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Zubair, Hassan Bin. "The Role of Literature in Learning the English Language." British Journal of Multidisciplinary and Advanced Studies 3, no. 2 (2022): 21–26. http://dx.doi.org/10.37745/bjmas.2022.0051.

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This research article focuses on how it works to teach both speaking domains and fundamental language abilities (how to read, how to listen, and how to speak) (i.e. and vocab, grammatical structure, and pronunciation of words). Since English is the only language in which all topics are taught, it is important to emphasize and utilize texts in English as a foreign learning language as well as the primary considerations for choosing appropriate literary texts. Additionally, there are advantages to teaching language skills through various literary genres (such as poetry, short fiction, drama, and

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HƏSƏNOVA, M. M. "İNGİLİS VƏ AZƏRBAYCAN DİLLƏRİNDƏ METONİMİYALARIN ÜSLUBİ XÜSUSİYYƏTLƏRİ." Actual Problems of study of humanities 2, no. 2024 (2024): 49–54. http://dx.doi.org/10.62021/0026-0028.2024.3.049.

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Stylistic Features of Metonymy in English and Azerbaijani Languages Summary This article is devoted to the study of the stylistic features of metonymy in English and Azerbaijani. Theoretical materials and literary texts from linguistics in both English and Azerbaijani are used to provide a basis for comparison. The similarities between metonymic models in both languages allow us to conclude that their stylistic formations and functions within the language of literary texts are similar. They often coincide completely. The stylistic weight of metonymy serves as an indicator of an author’s unique

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Maiwong, Eric Dzeayele. "Levels of English and Identity in Some Selected Texts from African Commonwealth Literary Discourse." Studies in English Language Teaching 11, no. 2 (2023): p121. http://dx.doi.org/10.22158/selt.v11n2p121.

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This work shows that African Commonwealth writers in their use of the English language have the possibility of deploying the three levels of English language identifiable in the African Commonwealth, in order to convey a veritable African experience with the needed authenticity. These levels include Acrolectal English, Mesolectal English, and Basilectal English. By using data from African Commonwealth Literary Discourse, selected from the writings of Achebe (1982), Asong (1995), and Tah (2015), and basing the analysis on structural linguistics, semiology, and Critical Discourse Analysis strand

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Guzova, Alexandra Viktorovna, Natal'ya Vasil'evna Savitskaya, Tat'yana Viktorovna Ivolina, and Ol'ga Vital'evna Dedova. "Stylistic device of the epithet of literary text as a means of teaching students a second foreign language." Филология: научные исследования, no. 12 (December 2020): 11–21. http://dx.doi.org/10.7256/2454-0749.2020.12.34335.

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The goal of this article lies in determination of instances of application of epithets in learning a foreign language. The object of this research is teaching students a second foreign language, while the subject is the stylistic devices of epithets of literary texts. The author provides an overview of scientific literature on the topic, and outlines the fundamental scientific concepts of modern researchers. Analysis is conducted on the peculiarities and typological characteristics of epithets in the English and Russian languages. The author offers practical exercises for teaching foreign lang

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Minoo, Alemi. "LiBRI Journal - Using Eliot's Short Story Eeldrop and Appleplex to Improve Efl Learners' Communication Abilities and Literary Understanding." LiBRI. Linguistic and Literary Broad Research and Innovation 1, no. 1 (2010): 19–29. https://doi.org/10.5281/zenodo.1045836.

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ABSTRACT Literary texts have the potential to be used to enhance EFL learners’ language proficiency. To manifest the use of literary texts, the researcher investigated how Eliot’s short story, entitled Eeldrop and Appleplex, could be used to engage EFL learners in communication activities. The lesson plan to achieve this goal includes: (a) stimulating learners’ interests to Eliot’s work as one of the founders of the modernist movement in English poetry; (b) enhancing learners’ knowledge of English vocabulary and grammar; and (c) exposing learners to both American and British English.

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M. Janković, Ljiljana. "TRANSLATING LITERARY TEXTS FROM ENGLISH INTO SERBIAN: A CONTRASTIVE APPROACH." Филолог – часопис за језик књижевност и културу 15, no. 30 (2024): 84–108. https://doi.org/10.21618/fil2430084j.

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Contrastive linguistics presupposes a systematic analysis of differences and similarities between two or more languages. Translation studies constitute a field of contrastive linguistics, since translation from one language to another undoubtedly involves the contrasting and comparing of two languages. Some scholars believe that translated texts demonstrate linguistic patterns that systematically distinguish them from non-translated texts in the same language (Baroni & Bernardini, 2006; Volansky et al., 2015; Zanettin, 2013), which supports the idea that translated language is a kind of “t

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HAMIMED, Nadia. "A Review on Instructing English through Literary Genre." Arab World English Journal 12, no. 3 (2021): 278–93. http://dx.doi.org/10.24093/awej/vol12no3.19.

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This study aims to highlight the utilization of literary genre as a well-liked method for instructing both language skills (that is to say, writing, reading, speaking, and listening) and language fields (that are grammar, pronunciation, and vocabulary). Why employing literary textbooks in foreign language classrooms and the main motives for choosing appropriate fictional texts in these classrooms are emphasized to make the reader acquainted with the motivating incentives and standards for foreign language teachers’ employing and picking erudite textbooks. Additionally, the teaching of language

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Et. al., Ruzibaeva Nigorakhon Raximovna,. "Comparison Of Pragmatic Value Of Antithesis In Fiction Texts." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 1195–98. http://dx.doi.org/10.17762/turcomat.v12i6.2437.

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This article outlines the pragmatic features of antithesis in literary texts and is analyzed using examples from English and Uzbek fiction. It can be said that pragmatics is the semantics of language in action and the totality of conditions that accompany the use of a language sign. Antithesis is a stylistic device that is created by presenting opposite meaning words. Its provision is mostly seen in literary texts and the texts of fictions are of high importance to investigate thoroughly

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