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Journal articles on the topic 'Literature and language teaching'

Author: Grafiati

Published: 18 April 2022

Last updated: 30 July 2025

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1

Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teachin

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Marques dos Santos, Rosália. "TEACHING LANGUAGE AND LITERATURE." Revista Gênero e Interdisciplinaridade 4, no. 02 (2023): 335–59. http://dx.doi.org/10.51249/gei.v4i02.1331.

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This chapter deals with the guidelines that the PCN present for the teaching of the Portuguese language in basic education. They are important official reflections with regard to educational practices at school. Some tensions that the modern world faces are discussed, among which the tension between the global and the local is highlighted, which I seek to explore in the research, in addition to the need to build an intelligent space in the school, transforming it into a headquarters space. for knowledge and discoveries, where the student can build knowledge in an environment that stimulates cr

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., Subhash, Madhavi Sharma, Menka Bhasin, and Avinash Rajkumar. "Critical Thinking Skills Teaching Language through Literature." World Journal of English Language 12, no. 3 (2022): 3. http://dx.doi.org/10.5430/wjel.v12n3p3.

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As teachers who should train and motivate their children, teaching languages has become a demanding task. The ability to grasp a language is essential in today's world since languages is a strong tool of communication. Most of us will not concentrate on the languages used in the literature section since our minds are preoccupied with grammar. This has caused both the instructor and the pupils to disregard the literature component of language learning and instead focus solely on the grammar component. The motivation for including literary works into language education is to suggest that current

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Marasini, Nabin Chandra. "Teaching English Language through Literature." NUTA Journal 6, no. 1-2 (2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, with

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Dahl, Erhard. "Using literature in language teaching." System 17, no. 3 (1989): 421. http://dx.doi.org/10.1016/0346-251x(89)90016-x.

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MacKenzie, Ian. "Institutionalized utterances, literature, and language teaching." Language and Literature: International Journal of Stylistics 9, no. 1 (2000): 61–78. http://dx.doi.org/10.1177/096394700000900105.

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Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transfor

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Aliyev, S. E. "TEACHING ENGLISH THROUGH LITERATURE AND INTEGRATING LITERATURE INTO FOREIGN LANGUAGE TEACHING." EurasianUnionScientists 7, no. 62 (2019): 12–14. http://dx.doi.org/10.31618/esu.2413-9335.2019.7.62.139.

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Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.

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Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the Briti

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Jaweed, Ahmed Khan, Musa Suleiman Musa Suleiman, Mohammed Elhassan Hussein Anwer, and Elsadig Hydar Elsheikh Dr.Mohammed. "Teaching 'LSRW Skills' Through Literature." Teaching 'LSRW Skills' Through Literature 9, no. 1 (2024): 610–18. https://doi.org/10.36993/ RJOE.2024.9.1.618.

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This paper examines and analyzes the extent and significance of English language teaching via literature and the role of English teachers in molding students' character. It also discusses "the benefits that a language learner can derive from including literature in the educational curriculum for language learning." The general goal is the recent use of literature as a resource for English language education. Alan Maley, author of many titles, uses literature merely as a language resource. It is a brief description of some valuable examples and some tips

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Gilroy, Marie, and Brian Parkinson. "Teaching literature in a foreign language." Language Teaching 29, no. 4 (1996): 213–25. http://dx.doi.org/10.1017/s026144480000851x.

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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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Von Esch, Kerry Soo, Suhanthie Motha, and Ryuko Kubota. "Race and language teaching." Language Teaching 53, no. 4 (2020): 391–421. http://dx.doi.org/10.1017/s0261444820000269.

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AbstractIn this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners’ lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflects a recent increase in scope and range of studies that problematize the workings of race and racism in language teaching and point to hopeful

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Lovrović, Leonarda, and Cathy-Theresa Kolega. "Teaching Culture through Reading Literature in English Language Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (2021): 185–203. http://dx.doi.org/10.4312/elope.18.2.185-203.

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English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a

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Vineet, Kaul. "Language through Literature through Language." International Journal of Trend in Scientific Research and Development 1, no. 5 (2017): 16–20. https://doi.org/10.31142/ijtsrd2235.

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This paper enumerates how the sound empirical footings have strengthened the symbiotic relationship between literature and language. Based on reductive interpretation many teachers regard literature as inappropriate to the classroom of language, but the fact however remains that literature and language both are indivisible and their roles are not contradictory but complementary to each other. In the last decade or so the interest in literature as one of the most valuable language teaching resources available has revived incredibly. Many language teachers believe that literary texts make langua

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LANGUAGE, LITERACY. "LANGUAGE LITERACY: JOURNAL OF LINGUISTICS, LITERATURE AND LANGUAGE TEACHING." Language Literacy: Journal of Linguistics, Literature and Language Teaching 1, no. 1 (2017): 1–162. https://doi.org/10.5281/zenodo.1154279.

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<em>Language Literacy </em>is a blind peer-reviewed journal biannually published by the Faculty of Literature, Islamic University of North Sumatra, Medan, Indonesia. Publication is issued in January through June and July through December. Authors are encouraged to submit complete unpublished and original works or research results, which are not under review in any other journals. Manuscripts should follow the style of the journal and are subject to both review and editing. The scopes of the journal include, but not limited to, the following areas: linguistics, literature and language teac

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Mirqodirova, Zilola Shezod qizi. "INCORPORATING LITERATURE INTO ENGLISH TEACHING." GOLDEN BRAIN 2, no. 7 (2024): 193–96. https://doi.org/10.5281/zenodo.10802178.

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<em>Incorporating literature into English teaching lessons is crucial for fostering language proficiency and cultural understanding among students. Exposure to diverse literary works enables learners to engage with complex language structures and vocabulary, enhancing their linguistic competence. </em>

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Kabir, Md Shahjahan, and Md Inamul Haque Sabuj. "Learning Language through Literature:." Crossings: A Journal of English Studies 6 (December 1, 2015): 125–31. http://dx.doi.org/10.59817/cjes.v6i.201.

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This study shows how literature can be used as a tool to develop learners’ knowledge in English. Most of the courses in the Departments of English in Bangladesh are literature-oriented and the teaching and testing systems mainly cover some thematic and philosophical aspects. This paper aims at exploring the effectiveness of learning language through literature, locating the different distinctive linguistic features tightly patterned in a literary text. As literature does not constitute a particular type of language, the effects of literary language and the real life use of it in texts allow th

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Khatib, Mohammad, Saeed Rezaei, and Ali Derakhshan. "Literature in EFL/ESL Classroom." English Language Teaching 4, no. 1 (2011): 201. http://dx.doi.org/10.5539/elt.v4n1p201.

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This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and t

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Byrkun, L. "Syllabus for Master Students “Methods of Teaching a Foreign Language” within “Methodology of Teaching a Foreign Language and Foreign Literature in Higher School”." Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 37 (February 7, 2023): 90–102. http://dx.doi.org/10.32589/2412-9283.37.2022.272905.

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Methods of teaching foreign languages in higher education is a basic discipline that is an integral part of the training of specialists at the educational qualification level “Master”, field of knowledge 035.04 Philology (Germanic languages and literatures (translation inclusive) for future professional activity. Work program for the discipline “Methods of teaching a foreign language // Methods of teaching a Foreign Language” within the course on “Methods of teaching a foreign language and foreign literature in higher education // Methodology of Teaching a Foreign Language and Foreign Literatu

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Al-Dosakee, Karwan, and Fezile Ozdamli. "Gamification in Teaching and Learning Languages: A Systematic Literature Review." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 559–77. http://dx.doi.org/10.18662/rrem/13.2/436.

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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamiﬁcation has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review

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Azam, Mohd. "The purpose of Arabic Literature in developing Arabic Language Teaching." Think India 22, no. 2 (2019): 1857–59. http://dx.doi.org/10.26643/think-india.v22i2.9088.

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The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arab

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Paramonova, M., and A. Olkhovskaya. "Corpus in teaching Russian language and literature." Rhema, no. 1, 2019 (2019): 93–123. http://dx.doi.org/10.31862/2500-2953-2019-1-93-123.

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The article deals with the methodical potential of the corpus in the field of the student research work organization. The paper presents the exercises that can be used in the practice of teaching Russian language, literature and other philological disciplines. The exercises are aimed at analyzing phenomena of polysemy, neologisms, colloquial speech, title of the works, literary imagery, intertextuality. Each exercise is accompanied by the search description and methodological commentary of the teacher's actions and student’s results. The source for most of the exercises was the Russian Nationa

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Prahaladaiah, Diwakar. "VALUE-BASED TEACHING ENGLISH LANGUAGE AND LITERATURE." Journal of Education Culture and Society 12, no. 2 (2021): 59–66. http://dx.doi.org/10.15503/jecs2021.2.59.66.

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Aim. "The ultimate aim became the realisation of the political ideas of democracy, equality, and social justice" (Orlenius, 2001; Svingby, 1994,p. 57). The current study aimed to explore the concept of value education at Poornaprajna institutions that have adopted value education in their curriculum. Methods.The study was designed in a qualitative exploratory research approach. The researcher had adopted the interviews for a case study as a microscopic social study through observation and also studied the archival records in Poornaprajna institutions. The informal group interviews were adminis

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Uscinski, Izabela. "Book Review: Teaching Literature and Language Online." CALICO Journal 29, no. 1 (2011): 173–76. http://dx.doi.org/10.11139/cj.29.1.173-176.

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Cremascoli, Ferdinanda. "Hypertexts in teaching Italian language and literature." ACM SIGWEB Newsletter 6, no. 1 (1997): 19–22. http://dx.doi.org/10.1145/278530.278533.

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Keck, Ray M. "“Changing the Blood”: Language, Literature, and Teaching." Journal of Hispanic Higher Education 1, no. 1 (2002): 6–18. http://dx.doi.org/10.1177/1538192702001001002.

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N., Brindha, and M. S. Zakir Hussain Dr. "ROLE OF LITERATURE IN TEACHING ENGLISH LANGUAGE." International Journal of Applied and Advanced Scientific Research (IJAASR) 5, no. 1 (2020): 21–24. https://doi.org/10.5281/zenodo.3710677.

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Language and literature are inseparable. They are complementary to each other. Literature cannot live without language and language cannot survive without literature. Among language instructors, there has been a hot debate as to how, when, where and why literature should be incorporated in ESL, EFL curriculum. Literature plays a vital role in teaching four basic language skills like reading, writing, listening, and speaking. However, when using literature in the language classroom, skills should never be taught in isolation but in an integrated way.

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Rugaiyah, Rugaiyah, Miranti Eka Putri, Andi Idayani, and Muhammad Ilyas. "Utilizing Stylistics for Advanced English Teaching: Linkages to Literature and Advertising." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 16, no. 1 (2024): 193–206. http://dx.doi.org/10.37680/qalamuna.v16i1.4743.

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This research is important in analyzing and describing language styles, which have become one of the linguistics categories. The use of language and language style in literary works has also been studied and is very important for linguistic and literary studies. This article illustrates that stylistic analysis is an effective method to help students improve their reading and appreciation skills. It begins by briefly reviewing how stylistics is applied to teaching English by researchers. It then discusses stylistic analysis and how to do it by providing some examples. Finally, it concludes that

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السعيدي, منصور. "The Use of Literature in the Foreign Language Classroom." مجلة الآداب للدراسات اللغوية والأدبية 1, no. 7 (2021): 7–36. http://dx.doi.org/10.53286/arts.v1i7.286.

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The present study focuses on the use of literary texts in teaching Arabic and English as foreign languages. It is part of an action research project that also includes the design of a literature-based syllabus for teaching foreign language skills at the Department of Foreign Languages, University of the Western Cape, South Africa. The project deals also with piloting the materials and investigating the attitudes of the learners towards them. In particular, this study investigates the use of short stories and poems in the foreign language classroom. It shows how Oscar Wilde’s The Selfish Giant

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Hall, Graham, and Guy Cook. "Own-language use in language teaching and learning." Language Teaching 45, no. 3 (2012): 271–308. http://dx.doi.org/10.1017/s0261444812000067.

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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of st

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Murtiningsih, Sri Rejeki. "Issues In Teaching English To Speakers Of Other Languages (Tesol): A Review Of Literature." Lingua Cultura 5, no. 1 (2011): 53. http://dx.doi.org/10.21512/lc.v5i1.375.

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The article aims to review English language teaching to speakers of other languages and other related aspects such as the use of technology and the first language in classroom practices. As the need for English language competency develops, efforts to support students’ learning also change. In addition to the teaching techniques, the technology development has also gained attention for improving effective teaching and learning. Because English is a language that is not used in daily communication and the variety of students’ language competence, the use of first language in a foreign language

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Abibullaevna, Mambetova Gulchexra. "Psychological foundations of teaching karakalpak literature in a foreign-language environment." International Journal of Pedagogics 5, no. 2 (2025): 49–52. https://doi.org/10.37547/ijp/volume05issue02-15.

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The article examines the psychological aspects of teaching Karakalpak literature in a foreign language environment. Special attention is given to the impact of cultural and linguistic differences on the perception and understanding of literary works. The author analyzes methods and approaches that help overcome barriers in literature education for students who do not speak Karakalpak. The paper emphasizes the importance of cultural identity, emotional engagement, and student motivation, as well as the significance of applying approaches based on psychological and pedagogical theories to enhanc

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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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Albatool, Amoon Mohammed Ali, and Ahmed Mohammed Ahmed Moneus. "Towards Interactive Teaching Strategies in Teaching English Literature." Theory and Practice in Language Studies 13, no. 8 (2023): 1912–19. http://dx.doi.org/10.17507/tpls.1308.06.

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The study examined using interactive teaching strategies to raise the understanding of students in literary texts. The study used reciprocal teaching strategies with undergraduate students at UST University in Yemen. The sample research included 46 female students from the English Department's 4th level in the Faculty of Human and Social Sciences, UST. The study's sample was randomly chosen and divided into control and experimental groups. Both groups were taught the exact content of the literature; the experimental group was taught using novel reciprocal strategies, while the control group re

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Qin, XIE, and Stephen Andrews. "Language and Literature Division, Faculty of Education, Hong Kong University." Language Teaching 43, no. 1 (2009): 108–12. http://dx.doi.org/10.1017/s0261444809990243.

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The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are ve

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Mitchell, Rosamond. "Research into Communicative Language Teaching." Annual Review of Applied Linguistics 8 (March 1987): 109–25. http://dx.doi.org/10.1017/s0267190500001069.

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The problems of research into communicative language teaching are a special case of the problems facing research into any kind of foreign language pedagogy. They also overlap to a considerable degree with those facing any research in teaching, regardless of subject matter. This article reviews a range of research approaches which have been, or might be, used in researching various dimensions of communicative language teaching. It draws on the general literature on educational research methods to some extent, and on the general language pedagogy research literature, as well as on the growing bo

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Simarmata, Radode Kristianto. "Literature Teaching Forms Student Character." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 7 (2023): 2613–26. http://dx.doi.org/10.11594/ijmaber.04.07.37.

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The teaching of literature involves strengthening awareness about ethical attitudes . Literature is considered less important and has less role in society. HKBP University English Education Students Nommensen Pematangsiantar are the young generation, the next generation, who will become the owners of a diverse and unique nation's future . This research aspect (research focus) is to form a commendable moral culture/character in the acquisition of literary teaching which is evident in the influence of the sensitivity factor of a person's feelings who have studied a lot in various literary works

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Nock, Sophie Judy. "Lessons from “communicative language teaching” for Māori language teachers in English medium schools." AlterNative: An International Journal of Indigenous Peoples 16, no. 3 (2020): 259–67. http://dx.doi.org/10.1177/1177180120948278.

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Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supp

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SASHKA, JOVANOVSKA. "Language teaching and testing - a research of using literature forms in the English Language Schoolbooks." Euro Afro Studies International Journal, (EASIJ.COM), 1, no. 1 (2019): 27–47. https://doi.org/10.5281/zenodo.3565842.

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The use of literature forms in the English language teaching schoolbooks is enjoying a revival for a number of reasons. Having formed part of traditional language teaching approaches, literature became less popular when language teaching and learning started to focus on the functional use of language. However, the role of literature forms in the English language teaching schoolbooks has been re-assessed and many now view literary texts as providing rich linguistic input, effective stimuli for students to express themselves in other languages and a potential source of learner motivation. The ai

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Wu, Chunyan. "A Literature Review of Situational Language Teaching Method." Frontiers in Sustainable Development 4, no. 8 (2024): 33–38. http://dx.doi.org/10.54691/gt4g5v87.

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With the emphasis of language using ability, more authentic communicative situational activities should be created in class and the student-oriented classes should be advocated. At the same time, as a teaching method, situational language teaching method is popular in language teaching class all the time. And this paper reviews the theoretical basis and related researches of situation language teaching method to summarize the advantages and disadvantages, aiming to explore more efficient ways of the application of the teaching method in class.

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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there

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Vo, Lien-Huong. "ENGLISH LITERATURE IN EFL CLASSES: THE CASE OF A UNIVERSITY IN VIETNAM." LLT Journal: A Journal on Language and Language Teaching 28, no. 1 (2025): 58–70. https://doi.org/10.24071/llt.v28i1.8728.

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Literature used to be a great source of material for language teaching when it was the heyday of the grammar-translation approach. However, its inherent linguistic complexity and the practicality of the emerging CLT approach to language teaching split language practitioners: while some turn their back on literature, others find it useful as an authentic source for language use and creativity. In the EFL context, the inclusion of English literature in language classes for language development purposes has resulted in teachers’ dilemma about the balance between teaching literature as a study and

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Mu’in, Fatchul. "Developing Language Skills and Building Characters through Literature." Arab World English Journal For Translation and Literary Studies 5, no. 1 (2021): 225–33. http://dx.doi.org/10.24093/awejtls/vol5no1.16.

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Literature is a creative and imaginative work; it records human lives or experiences using a language as its medium. Literary works as a medium rather than a goal or an end in the language instruction will be revealed. There are four language skills to be developed in the process of language instruction. These four language skills are: listening, speaking, and reading as well as writing. This paper will elaborate the aspects: (a) some reasons and strategies for a language educator to utilize the literary works in language learning and teaching, (b) benefits of the various genres of literary wo

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Zhang, Shanxin. "Research on English Language and Literature Teaching Strategies Based on Situational Teaching Method." Journal of Contemporary Educational Research 8, no. 10 (2024): 44–47. http://dx.doi.org/10.26689/jcer.v8i10.8571.

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The teaching of English language and literature not only focuses on developing students’ English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language. This dual focus aims to cultivate students’ cross-cultural communication skills and practical English skills. The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge, thereby enriching students’ learning experiences and understanding within these scenarios. This method has significant advantage

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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.

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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situ

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Rosbottom, Ronald C., Jean-Pierre Barricelli, Joseph Gibaldi, and Estella Lauter. "Teaching Literature and Other Arts." Modern Language Journal 76, no. 2 (1992): 230. http://dx.doi.org/10.2307/329776.

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Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.

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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data w

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Nozima, Eshmirzayeva. "TEACHING ENGLISH THROUGH LITERATURE." ZDIT 2, no. 19 (2023): 93–95. https://doi.org/10.5281/zenodo.8049827.

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This article discusses teaching English through literature. Teaching English through literature has enormous potential to enhance a student’s language skills, critical thinking, and creativity and improves understanding of culture. However, it also comes with certain challenges. Overcoming these challenges requires a teacher who is skilled in facilitating the reading, analysis and interpretation of literary texts. With the right teaching methodology, teachers considerably improve the effectiveness of using literature to teach English to their students. It is, therefore, essential for tea

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Nozima, Eshmirzayeva. "TEACHING ENGLISH THROUGH LITERATURE." ZDIFT 2, no. 16 (2023): 145–47. https://doi.org/10.5281/zenodo.8050778.

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This article discusses teaching English through literature. Teaching English through literature has enormous potential to enhance a student’s language skills, critical thinking, and creativity and improves understanding of culture. However, it also comes with certain challenges. Overcoming these challenges requires a teacher who is skilled in facilitating the reading, analysis and interpretation of literary texts. With the right teaching methodology, teachers considerably improve the effectiveness of using literature to teach English to their students. It is, therefore, essential for tea

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Williams, Robert. "Teaching English literature / Shorties: Flash fiction in English language teaching (Review)." Training Language and Culture 1, no. 1 (2017): 107–10. http://dx.doi.org/10.29366/2017tlc.1.1.7.

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