1 Elena Spirovska

6 Tevdovska / Procedia -
Social and Behavioral
Sciences 232 (2016) 161 -
169

lan
gua
ge
cla
ssr
oo
m.
Ho
we
ver
,
'the
aw
kw
ard
fac
t
tha
t
ma
ny
lea
rne
rs
wa
nt
and
lov
e
lite
rar
y
tex
ts'
(C
ool
ie
and
Sla
ter,
19
87,
p
2)
wa
s
pro
bab
ly
the
firs
t
dri
vin
g
for
ce
wh
ich
T
the
2
2lea
.
rne
2
.Ir

2cult

ura

kno

wle

dge

and

inte

rcu

ltur

al

exp

erie

nce
L
iter
atur
e
help
s
stud
ents
to
dev
elop
thei
r
ling
uisti
c
skill
s, as
well
as
thei
r
cult
ural
kno
wle
dge
and
adv
2Ianta
ges
2of
.O
usin
g
liter
atur
e in
lang
uag
e
teac
hin
g
and
lear
nin
g is
the
pers
ona
!
inv
olve
men
t
and
enri
chm
ent
it
cult
ivat
es
in
read
ers
and
lear
ners
.
Mo
st
of
the
mat
eria
ls
and
cou
rse
boo
ks
desi
gne
d
for
lang
uag
e
teac
hin
g
 Elena Spirovska
Tevdovska
.L
Procedia
and Behavioral
2
Sciences 232 (2016)
161
.
C
2.2 2C
.
Dis
ad 2
va T
nta U
ges
ofu 2
sin
g T
lite
rat
ure
in
EL
T

T
he
mo
st
co
m
mo
n
arg
um
ent
s
aga
inst
tea
chi
ng
of
lite
rat
ure
in
lan
gua
ge
cla
ssr
oo
ms
dis
cus
sed
by
aut
hor
s
are
the
foll
ow
ing
:

2.2
163
1 Elena Spirovska
6 Tevdovska / Procedia -
Social and Behavioral
Sciences 232 (2016) 161
-169

iden
tific
atio
n.
Nov
els
and
shor
t
stori
es
hav
e a
lot
of
com
mon
char
acte
risti
cs.
Nov
els,
simi
lar
to
shor
t
stori
es,
hav
e a
chro
nolo
gica
l
seq
uen
ce
of
eve
nts
and
a
narr
ator
, as
well
as a
set
of
char
acte
rs.
Ho
wev
er,
ther
e
 to say
incon
seque
ntial,
in
Ac parap
cor hrasa
din ble
g conte
to nt.
Wi Prose,
fictio
dd
n,
ow drama
so , offer
n somet
(1 hing
98 substa
ntial
0,
by
in way
Br of
um chara
fit cters
& and
Ca event
s:
rte they
r, tell a
19 tale,
86, which
p.1 surviv
33 es in
summ
)
ary
the and in
iss transl
ue ation.
s (p.13
reg 3
ard A
noth
ing
er
sel
diffi
ect
cult
ing
y is
an
dthe
abu
usi
nda
ng
nce
po
of
etr
yliter
ary
and
One of
hist
the
oric
difficultie
sal that
confronts
refe
the
renc
teacher
es
who tries
fou
to
nd
stimulate
in
students'
interest
the in
short
wor
lyrical
ks
poems, is
of they
that
grea so
are
t
often so
slight not
On again,
the they
often
oth
explo
er re
ha theme
nd, s of
the unive
re rsal
are conce
m and
se
embo
ver dy
al life
ad experi
va ences,
nta obser
vation
ge
s and
s the
to feelin
usi gs
ng evoke
En d by
them.
gli
Their
sh brillia
po nt
etr conci
y sion
in and
EF strong
image
L/
ry
ES combi
L ne to
co power
nte ful
xt. overal
l
Co
effect.
llie More
an over,
d poem
Sla s are
ter sensit
ively
turne
Poems d to
offerwhat,a
rich, for
variedlangu
repertoire
age
and leame
are a
source of
rs, are
muchthe
enjoymen
vital
t for
areas
teacher
of
and stress,
learner
rhyth
alike.m and
Theresimilais
an initial
rities
advantage
of
of length-
sound
man s. y
poems are
Readi
well ng
suitedpoetr
to a
singley
classroom
enabl
lesson.
es the
Thenleame
ranta to
experienc
ges
eofus the
power
ing of
language
poet
outs ide
ry
the strait-
in
jacket of
lang
more
uag
standard
e
written
lear
sentence
structure
ning
and
are lexis.
(Collie
obvi and Slater, p.226).
ous.
Car
eful
ly
sele
cted
Eng
lish
poe
ms
offe
r
vari
ous
the
mes
whi
ch
are
rele
vant
to
the
inte
rest
s
and
con
cern
s of
lear
ners
.
The
refo
re,
Eng
lish
poet
ry
can
mot
ivat
e
the
stud
ents
to
expr
ess
thei
r
emo
tion
pur
pos
es
of
this
stud
y is
to
disc
uss
the
issu
es
of
teac
hing
and
read
ing
liter
ary
text
s
acro
ss
cult
ures
, as
well
as
repr
esen
tatio
ns
of
cult
ure
pres
ente
d in
liter
ary
text
s.
The
stud
y
aim
s to
anal
yse
the
lang
uag
e
lea
mer
s'
attit
ude
s
and
beli
efs
Elena
evenSpirovska
Tevdovska
within
Procedia
cultural
and Behavioral
groups,232
Sciences
or there
(2016) 161 -169
would be
nothing
Anto write
unders
about, but
tandin
there are
g certain
of
literat
concepts
ure
in each
depen
cultural
dsgroup
upon
that carry
disce
general
mmen
consensu
t s, despite
of
the
dissentin
values
g
inhere
minoritie
nt,s. but
not
Perhaps
necess
the
arily
reason
specifi
the Ten
cally
Comman
expres
dments
sed,
have in
the
withstood
work.
scrutiny
The
for so
values
many
ofyears
any and
cultur
through
also many
group,
cultures
even
is their
ifuniversali
the
author
ty,
' geographi
s
own
cally as
values
well as
differ
chronolo
from
gically.
th(138)
ose
of the
S
group
to
which
he or
she
belon
gs,
underl
ie
plots
and
becom
e the
theme
in
virtual
ly ail
works
of
literat
ure.
Obvio
usly,
values
are
not
univer
sal
165
 Elena Spirovska
Tevdovska / Procedia -
Social and Behavioral
Sciences 232 (2016) 161
-169

T
he
sur
vey
was
pre
sent
ed
in a
for
m
of
Lik
ert
scal
e
and
incl
ude
d
20
diff
ere
nt
stat
em
ents
.
The
aim
of
the
sur
vey
is
to
ana
lyz
e
stu
den
ts'
attit
ude
s
tow
ard
s
the
usi
ng
liter
ary
text
s in
the
con
text
of
 :
Th
T
ea
b
fol
l
lo
e
wi
1
ng
.
ta
S
bl
t
u
ed
e
pr
n
es
t
s
en
'
ts
s
pa
u
r
rti
v
ci
e
y
pa
nts
'
an
sw
ers
Yery often

1. When
readi
ng or
worki
ng
with
literar
y
texts,
I
mostl
y

12
enjoy
ed
novel
s.

2.
N
e
v
e
r

1
6

1
0

1
0

2
0
1
3
.
T
t
h
e
l
p
s
m
e

w
h
e
n

t
h
e

t
e
a
c
h
e
r
p
r
o
v
i
d
e
s
b
a
c
k
g
r
o
u
n
d

i
n
f
o
r
m
a
t
i
o
n

(
c
u
l
t
u
r
e
,
h
i
s
t
o
r
y
,
p
o
l
i
t
i
0
 Elena Spirovska
Tevdovska
It is
Procedia
and Behavioral
alw
Sciences 232 (2016)
ays
161

inte
14. ltresti
helps me when the teacher introduces different language
activities, group work and pair work when working on the
ng
1 iterary text.
15. Itto
helps me when the teacher provides related to the topic,
wat
theme, plot and characters in the literary text.
ch
16. I vide
prefer to read literary texts on my own and work
os
individually.
and
17. Tt helps me when the topics in the literary texts are related
film
to and relevant for my persona! life.
s
18. Ttbas
helps me when the text introduces cultural aspects
which are familiar to me.
19. I ed
accept literary texts which introduce topics and cultural
on which differ from m~ own values and culture.
asQects
20. Itnov
helps me to watch a film or a video related to the text.

els
and
are the stormost appropriate? Please proviâe suggestions.
ies.
Sor The
ne teac
of
the hers
par sho
tici uld
pan
ts' take
ans into
we
rs con
inc side
lud
ed rati
the on
foll the
ow
ing stud
rec ents
om
me '
nda pref
tio
ns: eren
1
•
ces
whe
ln n it
my cor
opi nes
nio to
n, liter
in ary
ord text
er s.
to Appropr
ma iate
ke topics
lite are
rat always
 welco
s
med-
are
espec
ver
ially
y
those
inte
relev
resti
ant to
ng
stude
and
nts'
catc
life
andh
the
belief
s.atte
Andntio
n of
activi
ties
the
whic
stud
h ents
engag
.
e Tea
the
stude
cher
nts-
s
in-
sho
class
uld
discu
pro
ssion
s,vide
text
writin
g,s
whi
proje
ch
cts,
areare
usefu
app
l. ropr
 Ciate
o for
n mul
t ticu
e ltur
mal
p gro
o up
r of
a stud
r ents
y and
lisele
t ct
e text
rs
a care
r full
y y.
t Vid
e eos
x and
t film
 s
a
r
e
a
l
s
o
a
g
r
e
a
t
w
a
y
t
o
a
c
c
o
m
p
a
n
y
t
h
e
t
e
x
t
s
.

4.
Dis
cus
sio
n

F
ro
m
the
res
ults
pre
sen
ted
in
the
cha
rt
abo
167
 Elena Spirovska
Tevdovska / Procedia -
Social and Behavioral
Sciences 232 (2016) 161
-169

Fin
ally
,
add
itio
nal
co
mm
ents
and
res
pon
ses
by
the
part
icip
ants
stat
ed
in
the
que
stio
nna
ire
indi
cate
that
wh
en
dea
ling
wit
h
liter
ary
text
s,
stu
den
ts
pref
er
con
tem
por
ary
text
s
and
topi
cs
whi
ch
the
y
can
rela
te
to
and
pref
g
met
hod
s
and
pro
ced
ure
s
whi
ch
can
be
app
lied
wh
en
dea
ling
wit
h
liter
ary
text
s in
the
con
text
of
liter
atur
e
and
lan
gua
ge
cou
rses
.
Fro
m
the
trad
itio
nal
app
roa
che
s,
whi
ch
are
co
mm
on
in
the
liter
atur
e
clas
sro
om
s
lea
min
g
and
su
mm
ary
of
con
tent
is
des
crib
ed
by
Par
kin
son
and
Rei
d
Tho
mas
(20
00)
as:
"lea
rnin
g
the
basi
c
plot
of
the
nov
els
or
pla
ys,
or
fact
s
abo
ut
the
writ
er's
life,
rele
van
t
hist
ory
and
poli
tics
"
(Pa
rkin
son
&
Rei
d
Tho
mas
,
200
 Elena Spirovska
Tevdovska
-
Behavioral Sciences
232 (2016) 161
169

als
o
con
trib
ute
to
rais
ing
stu
den
ts' Teac
hing
inte liter
rest atur
and e in
a
mot seco
ivat nd /
ion. ang
uage
Ho .
we Edin
ver, burg
h:
it is Edin
nec burg
ess h
Univ
ary ersit
to y
em Pres
s.
pha
sise
that
usi
ng
onl
y
the
se
two
app
roa
che
s,
rote
lea
min
g
and
su
mm
ary
of
con
tent
, is
not
169