Use of Literature in Teaching English - Abdollah Keshavarzi

https://www.sciencedirect.com/science/article/pii/S1877042812012888

“Language learning requires acquiring four skills reading comprehension, writing,

listening and speaking. Some sources provide materials that can meet some of these abilities,
but literature has proved a good source that fulfills these four skills. [...] language learning
deals with culture, and hence with social understanding. It is this feature of language that
demands materials dealing with culture. Literature is culture [...] the culture of the people
using that language”

“[...] it can be claimed that the use of literature in language classes encourages more
thoughtful and purposeful language learning. [...] the learners are not only exposed to the real
use of language, but also they become critical thinkers.”

“Choosing appropriate texts is the first step to teaching English in the ESL/EFL
classroom. [...] an important goal of education is equipping learners with materials to improve
their own futures and become contributing members of their own society, rather than burdens
on society and others.”

“The point is that language teachers are regarded as carriers of cultural messages, and
understanding a language necessitates understanding its culture. In other words, an
appreciation of certain key cultural concepts is required for a true understanding of the
language being learnt.”

“Literature seems to be the source of knowledge underlying texts to support students'

learning English.”

“[...] In order to understand the piece of the material in front of them, they have to
read it again and again and to think deeply about all its parts to find out the interrelation
within each part. Literature helps in incorporation of linguistic competence into
communicative competence by putting language into use in different social situations.
Literary texts, especially short stories, provide teachers and learners of English with a lot of
pre-reading and post-reading activities, the ones which stimulate the learners' imagination and
results in their creativity.”

esse é muito bom pra explicar razões gerais,

independente da idade para se usar literatura do ensino de
uma língua estrangeira, talvez seja mais útil no começo do
Panel ou do artigo.
Methods Used in Teaching and Learning of Literature
in the ESL Classroom and Adult Learners’ Attitude
C Muthusamy

https://www.researchgate.net/profile/Xavier-Thayalan/publication/314237370_Methods
_Used_in_Teaching_and_Learning_of_Literature_in_the_ESL_Classroom_and_Adult_
Learners'_Attitude/links/58bcc01ca6fdcc2d14e59420/Methods-Used-in-Teaching-and-L
earning-of-Literature-in-the-ESL-Classroom-and-Adult-Learners-Attitude.pdf

MUTHUSAMY, Chittra et al. Methods used in teaching and learning of literature in the ESL
classroom and adult learners’ attitude. Journal of Applied Linguistics and Language
Research, v. 4, n. 2, p. 17-25, 2017.

“The focus of this paper is on attitude, responses, qualities and shortcomings of adult
learners toward methodologies utilized as a part of instruction and learning of literature in a TESL
(Teaching English as a Second Language) programme. The findings of the study acquired by means of
quantitative and qualitative approaches reveal that the learners appreciate learning literature in the
ESL context and prefer an assortment of exercises and activities in the classroom despite being
independent learners.”

“ Knowles as cited in Peterson (n.d), a pioneer in the study of adult learning, observes
that adults learn best when they understand why something is important and they have the freedom to
learn in their own way. Arguably, adult learners need guidance during the learning session in which
the instructor still has to come up with some effective methods in directing the literature classes.
Recent studies on young adult learners have reported that students were seen to be passive and were
unable to respond critically because the lessons were often too teacher-centered and they labelled
teachers to be dull and less creative (Gurnam Kaur, 2003 & Siti Norliana, Roszainora, Chittra &
Kamaruzzaman, 2009). “

“Adult learners want to plan their own learning activities. They also want to have a
full control of their personal learning and also choose the resources for their various learning
activities. [...] when teaching adult learners, instructors should allow learners to experience what they
are learning as Peterson (n.d) states that “experience can take many forms. Any activity that gets your
students involved makes learning experiential. This includes small group discussions, experiments,
role playing, skits, building something in the classroom, writing or drawing something specific or any
activity of any kind” (p.2). Classroom activities keep people energized and motivated, especially
activities that are action orientated. “

“When questioned about the strengths of the approaches used in literature classrooms,
the respondents answered that they could enhance their knowledge and comprehension better through
class discussions, presentations and notes given. The respondents agreed that they learnt best when
they could share their ideas and opinions with each other in class.