LANGUAGE & LITERATURE

‘’GLOBALIZATION & SPREAD OF ENGLISH’’

‘’Group 7’’ Ab Ghaffar, Sumaya Ismail, M. Farhan, Raza

Hussain
OUTLINES
 1.Introduction (What is Language & literature?)
 2. Relationship between Language & Literature
 3. Linguistic Features of language
 4. Components & Elements of Literature
 5. Role of Language in Literature
 6.Approaches To Study Of Literature While Teaching English
 7. language, literature and culture
 8. Summary & Conclusion
1.INTRODUCTION (WHAT IS
LANGUAGE & LITERATURE?)

Presenter: Abdul Ghaffar

WHAT IS LANGUAGE?

 Language is communication
 Used for various purposes, ranging from daily discourse to acquisition of
Knowledge and power.
 
 Even the introspection that helps us define and refine our thoughts
depends chiefly on language.

 How can we clarify our thoughts if we do not learn to talk to ourselves?

WE NEED LANGUAGE.

 Need language for our qualitative existence

 Perfect of ordinary usage different from the language of literature

 Style of language that comes to us through literature is really

fascinating

 Literature
- a discourse in which the creativity and complexity of
language are designed with a wide range of style.

 Thisstatement anticipates that the literary language is borne with

certain linguistics features.
 These features can be metaphor, simile, assonance, alliteration,
refrain (repetition of word or phrase), unusual syntactic pattern,
ambiguity (double or multiple meaning of style or register,
paradoxical use of language, cohesion and several others.

 A challenge to analyze

 A specific style of language used in a poem, story, drama or novel

etc.
A CHALLENGE TO ANALYZE

• ‫وتی ہے‬B‫ہزاروں سال نرگس اپنی بے نوری پہ ر‬

‫بڑی مشکل سے ہوتا ہے چمن ميں ديدہ ور پيدا‬

• For a thousand years the narcissus has been

lamenting its blindness
• With great difficulty the one with true
vision is born in the garden
MORE EXAMPLES
 My heart leap up when I behold a rainbow in the sky

 ‫ٹیڑھا‬ ‫ناچ نہ جانے آنگن‬

‘’a bad carpenter quarrel with his tools’’

 Choice and Arrangement of words
 – crucial different

 Crucially significant differences between language of

ordinary usage and language of literature

 Difference.. Can be found in terms of using simile,

metaphor, symbols etc.

 These linguistic features are obvious and conspicuous in

the language of children as well
 Theextract from a folk tale Hansel and Gretel is suitable
example of the use of assonance, alliteration (consonance)
and rhyming pattern in each line.

Duckling, Duckling, here is Gretel

 
Duckling, duckling, here is Hansel
 
No bridge or ferry for and wide
Duckling, come and give us a ride
 
(Hansel and Gretel a folk Tale)
CREATIVE OR IMAGINATIVE LITERATURE

Wonderful blend of :
Language
Communication
Expression
Cognitive value
Moral Value
Aesthetic Value
 LITERATURE

 Literature is the crystallization of life's experiences with the sharp

edge of art and transparency of language
 The art of literary has three cardinal factor : the author, the reader
and the language.
 The art consist in the communication brought about between the
author and the reader
 The meaning of literary lies in the kind of communication which
this art sets up.
 Literature communicates experience that is complete, whole and
entire - nothing more, yet nothing less
 The crux of the problem is that an experience does not happen in
language.
 LANGUAGE IN LITERATURE

 Language in literature is a means, its meaning suggestion.

 The meaning cuts across what a word phrase or sentence means in the
literary piece which always has ample room for the context. 
 As soon as the context comes in the language largest, behind expression.

 Meaning has to be read between lines  

 Literature becomes a process of exploring language

 And language of exploring literature. 

 Literature is the place where language can be used

 Discovery of language through literature is a great feat

 League is a developing process.

 Through literature, one can keep abreast with the
new changes taking place in language.
 Literature- a rich source of language motivation and enjoyment 

 Literature indispensable to language learning both for the native

language learners and second language learners.

 In First case, it means enrichment and reinforcement of language.

 
 In the case of second language learners, it means exposure to the
linguistic nuances of the target language.
Reading literary texts will help our
students to understand and appreciate
multiple level of meaning, metaphors
and phonological patterning in many
other types of texts. (asserts Lazar 1993:8)
In fact, the use of literary texts - even in second
language classroom - yields some reliable
foundations in which the learner are always
stimulated in using the target language.
 
Piece of literature 'can very effectively be used in
our classroom as a source of language use for
simple reason that 'literature exposes students to
complex themes and fresh, unexpected use of
language (Lazar: 1993).
  
 Literary texts 'generate many questions about:
 What means what and how things come
to mean what they mean' (Anita western 1996)
 In a classroom, reaction to the same text may vary widely.
 The thoughts and ways of thinking of the students in a class are
provoked in group or pair work activities. 
 They come across multi-layers of textual meaning.
 Discovery of multiplicity encourage theme to approach text very
 A good piece of literature
 Also encourages them to take notes on the
linguistic features they encounter in the text.
 Emboldened with the validity of their
responses and discovery, these are
enlightened students struggle with:
 The deviated structure in poetry  
 Cohesion or any other linguistic features that
are found in the text.
 Obviously, using literary texts that provide a
rich context can enrich learners language.
 Encouraging (to deal) imaginatively with literature
enables learners to shift that focus of their attention
beyond the mere mechanical aspects of foreign language
system.

 When a novel, play or short story is explored over a

period of time, the result is that the reader begin to
"inhabit" the text.
 He/she drawn into the book. 
 Pinpointing what individual words or phrases may mean becomes
less important than pursuing the development of the story.
 Thelanguage becomes transparent - the fiction summons
the whole person into its own world. (Collie and Slater
1987)
 This Leads to competence in language use

 Being competent in language means

 Knowing the fact that in real use language means more than it

does - a literary texts yields this power of language.

 The impression readers archive from such texts is always
authentic, as they can know.
 The real written language along with variability in linguistic
structure of the ways of connecting ideas, and precision in
expression
 Example: the initial sentence of the Guide "he welcomed
the intrusion (R.K Narayan)
 The subtle ironical twist with which 'welcomed' connects
with intrusion defines/ reflects on "he"
 Now this 'he' an intriguing third person - is very within his
rights to call down the intrusion.
  But his unease remains unvoiced.
 Why?

 Is welcoming volitional or conditional!

 How does it connect with :

 The doer then with the object to which doing is directed or addressed,
then finally with the atmosphere /environs of the place? 
 Proper answers

 These questions amounts to reducing the apparent duality to a single

whole. 
 And this reduction not only provides a good exposure to literature but
also a good exercise in the features of language.
MORE EXAMPLES

What shall I do with this absurdity

O heart, O troubled Heart - this caricature
Decrepit age that has been tied to me as to a
dog tail. (W.B Yeast :The Tower)
 Attention to tone used
 Dissatisfaction with old age that had begun bothering the poet.

 They give a powerful and disgusting picturing of the old man's senility
and physically weakness.
 What to with this absurdity, this decrepit old age.

 He compares it with some rattling thing tied to a dog's tail

 His eyes and ears, his imagination, and passions are as strong as ever,
perhaps stronger than even in his youth.
 He bade farewell to poetry, reading Plato, Platinus, getting interested in
metaphysics
 Dragged in mire.

 The reader- midway of two extremes of reception and production.

 Teachers help them receive as well as produce real use of language.

 The processing of enriching linguistic competence by way of
drawing pleasure from literature is an ever - fascinating activity.
 Joy of reading by making a linguistic approach to the literary
text. 
 Literature can play important role in teaching language
 Complexity of language.

 Literature can expose the learners to varieties of uses of words

as well structure for specific purposes
 Enrich linguistic experience, similarity, linguistic competence
can help learners understand a piece of literature in a better way
RELATIONSHIP BETWEEN
LANGUAGE AND
LITERATURE
Muhammad Farhan
RELATIONSHIP IN COMMON
 Language would exist without literature
 Literature would not exist without language

 Language is a written and verbal form of communication

 Whereas literature refers to only the written form of communication

 Kaplan (2005) suggests that the interaction between language and literature is
a direct intercourse
 In the statements of Jacobson, “the language of literature is a deviation,
transformation and intensity from standard use of language in the society”
(Eagleton, 1983)
CONT.…
 It adds something in the beauty of language
 Literature develops the interest of reading

 Throughout the medium of poem or drama or other form of literature

generally writers intended to pass message
 Literature is an ideal vehicle for illustrating language use and for introducing
cultural assumption
 The forms of literature are the ornaments of language

 Language will become effective or interesting with the decoration of

literature
THE REASONS WHY LANGUAGE IS IMPORTANT IN LITERATURE

 Language is the medium of Literature through which literature is conveyed

either as oral or written one.
 Literature is created by language. This means there would be no literature if
there was no language. When the text uses language in an artistic or peculiar
way, it is called literature or literary text.
 Literature transforms and intensifies ordinary language into creative one.
In doing so, literature deviates systematically from everyday speech to
figurative language. 
CONT.…
 Language is improved when reading literature. So, reading is an aid for
language development. We read various literary texts to improve language.
 Language helps students to develop textual analysis skills of various
literary works.
 Language in literature helps to expose students to samples of real-life
settings in various literary works.
 Language increases cultural enrichment for students. So, the role played by
the language in literature increases cultural enrichment to students.
THE ROLE OF LITERATURE IN LANGUAGE TEACHING
 Language and literature are strongly related
 A literature enriches language and it is language that helps to understand
literature
 The purpose of learning language is communication and literature is
communication, then the two sides of a coin are inseparable
 English language teaching through literature not only improves the basic
skills like listening, speaking, reading and writing but also other language
areas like vocabulary, grammar, and pronunciation
CONT.…
 “The language experience needs to be contextualized and comprehensible”
( Krashan 1985, 1993, 1999) and the learner need to be motivated, relaxed,
positive, engaged(Arnold 1999: Tomlinson)
 Literature also can introduce the students to varieties of English

 According to Obediat (1997: 32), literature helps students acquire a native

like competence in English, express their ideas in good English, learn the
features of modern English, learn how the English linguistic system is used
for communication
BENEFITS OF DIFFERENT GENRES OF LITERATURE TO
LANGUAGE
1. Benefits of Using Poetry to Language Teaching
 Poetry can pave the way for the learning and teaching of basic language
skills. It is metaphor that is the most prominent connection between learning
and poetry
2. Benefits of Using Short Stories to Language Teaching
 Short fiction is a supreme resource for observing not only language but life
itself. In short fiction, characters act out all the real and symbolic acts people
carry out in daily lives, and do so in a variety of registers and tones
CONT.…
3. Benefits of Using Drama to Language Teaching
 Using drama in a language classroom is a good resource for language
teaching. It is through the use of drama that learners become familiar with
grammatical structures in contexts and also learn about how to use the
language to express, control and inform
4. Benefits of Using Novel to Language Teaching
 The use of a novel is a beneficial technique for mastering not only linguistic
system but also life in relation to the target language. In novel, characters
reflect what people really perform in daily lives. Novels not only portray but
also enlighten human lives
THE DOWNSIDE OF USING LITERATURE IN
LANGUAGE TEACHING

 The language of literary texts may be too difficult for beginners or intermediate
level learners, and deter them from reading
 The texts chosen by teachers may not interest learners, and even if the text is
chosen by the learners, it may only interest some of them
 Some learners wouldn’t normally read literature in their own language and are
resistant to the idea (we all know people who only read non-fiction)
FEATURES OR COMPONENTS
OF ENGLISH LANGUAGE
Raza Hussain
 Features or Components of English Language

 The five main components of language are phonemes,

morphemes, lexemes, syntax, and context. Along with
grammar, semantics, and pragmatics, these components work
together to create meaningful communication among
individuals.
 PHONEME
 Any of a small set of basic units of sound, diifferent for each
language, by which utterances are represented.
 Example: /t/,/d/,/k/,/a/,

Morpheme
 Any of the minimal grammatical units of a language that can not
be divided into smaller grammatical parts.
 (smallest unit of meaning or lexical unit)
 For example: a, at, s, ness, ly, ic.
 MORPHEMES

 Morphemes are the smallest units in a language that have

meaning. They can be classified as free morphemes, which
can stand alone as words, or bound morphemes, which must
be combined with another morpheme to form a complete
word. Bound morphemes typically appear as affixes in the
English language
 EXAMPLES OF FREE MORPHEMES

 Free morphemes are considered to be base words in

linguistics. Base words that can stand alone (such as “book”)
are known as free bases, while bound bases (including 
Latin roots like “ject”) are not individual words in English.
Most free morphemes can be modified by affixes to form
complex words. Combining two free morphemes creates a 
compound word (like “mailbox”), while free morphemes
modified by affixes are complex words (like “runner”).
 There are two kinds of free morphemes based on what they do in
a sentence: content words and functional words.
 Content Words
 Free morphemes that make up the main meaning of a sentence
are content words. Their parts of speech include nouns, verbs,
and adjectives. Here are some examples of content words from
everyday speech.
 Nouns: girl, hat, house, fire
 Verbs: walk, sleep, say, eat
 Adjectives: quick, nice, fun, big
 FUNCTIONAL WORDS

 This set consist largely of the functional words in the language

such as conjunctions, prepositions, articles and pronouns.
 For example: and, but, when, because, on, near, above, in, the,
that, it.
 EXAMPLES OF BOUND MORPHEMES

 Bound morphemes have no linguistic meaning unless

they are connected to a root or base word, or in some
cases, another bound morpheme. Prefixes and suffixes are
two types of bound morphemes. Depending on how they
modify a root word, bound morphemes can be grouped
into two categories: inflectional morphemes and
derivational morphemes.
 INFLECTIONAL MORPHEMES

 Thistype of morpheme alters the grammatical function of a

word, whether it be the verb tense, number, mood, or another
language inflection. The eight inflectional morphemes are
organized by which part of speech they modify:

 Modify a Noun: -s (or -es), -'s (or s')

 Modify an Adjective: -er, -est
 Modify a Verb: -ed, -ing, -en
 These morphemes are suffixes that change a word’s condition,
but not its meaning. When they modify a base word, the rest of
the sentence may need to change for proper 
subject-verb agreement. Some examples of these changes are:

 girl to girls
 large to larger
 smart to smartest
 walk to walking
 eat to eaten
 DERIVATIONAL MORPHEMES
A morpheme is derivational when it changes the semantic
meaning of a word. Most derivational morphemes have 
roots in Greek or Latin. Unlike inflectional morphemes,
derivational morphemes can change a word’s part of speech.
Suffixes:
 Prefixes:
-ize
 pre-
-ine
 un-
-ary
 non-
-ate
 anti-
-ion
 dis-
 How you use morphemes also depends on the sentence context.
Inflectional morphemes can be used in derivational contexts
(e.g., using -er to create teach-er), which could change their
classification. Here are some examples of the ways derivational
morphemes can modify base words.
 re- + start = restart (to start again)
 un- + happy = unhappy (not happy)
 register + -ion = registration (the act of registering)
 kind + ness = kindness (the condition of being kind)
 LEXEMES

 Inlinguistics, a lexeme is the fundamental unit of the lexicon

(or word stock) of a language. Also known as a lexical unit,
lexical item, or lexical word. ... A single dictionary word (for
example, talk) may have a number of inflectional forms or
grammatical variants (in this example, talks, talked, talking).
 SYNTAX
 Definition: The word ‘syntax’ came originally from Greek and
literally meant ‘a setting out or arrangement’.
OR
 Syntax is a part of linguistic study that determines how words
or phrases “put together” to form a sentence.
OR
 Syntactic rules/grammar account for the “grammatically”/
correctness of sentences, and the ordering words and
morphemes.
 CONTEXT

 In semiotics, linguistics, sociology and anthropology
, context refers to those objects or entities which surround
a focal event, in these disciplines typically a communicative
 event, of some kind. Context is "a frame that surrounds the
event and provides resources for its appropriate
interpretation".It is thus a relative concept, only definable
with respect to some focal event within a frame, not
independently of that frame.
‫دو‪‬‬ ‫روکو مت جانے‬
 Plot refers to all of the related things that happen in sequence in a story
 The shape of the plot comes from the order of these events and consists of
several distinct aspects that we’ll look at in turn
 The plot is made up of a series of cause and effect events that lead the reader
from the beginning of the story, through the middle, to the story’s ending
 Setting consists of two key elements: space and time. Space refers to
the where of the story; most often the geographical location where the ation
of the story takes place
APPROACHES TO STUDY OF LITERATURE
WHILE TEACHING ENGLISH

By: Sumaya Ismail

APPROACHES TO STUDY OF LITERATURE WHILE
TEACHING ENGLISH
1. Language Based Approach
2. Literature as content
3. Literature for personal
enrichment
1. LANGUAGE BASED APPROACH

 Study of language of literary text

 Detailed analysis of literary text to improve
interpretation skills
 Knowledge of grammatical, lexical/ discourse
categories
 Literary texts regarded as great sources for
language activities
 A wide range of styles and registers (Lazar,
1993).
CONT.…
 Open to multiple interpretations along with the classroom discussions focus
on interesting topic (Lazar, 1993).
 One of the Possible negative aspects of this approach is:

If the analysis of the text is made in purely linguistic terms, this approach to
study of literature becomes mechanic (Lazar, 1993)
2. LITERATURE AS CONTENT
Literature is the content of the course
Focus is on such areas as:
 History and characteristics of the literary movements or periods social,
political, and historical background to a text.
 Reading texts along with literary criticism helps learners acquire English.

 The teacher can also ask students to translate these texts into their mother
tongue.
CONT.…
 One of the possible negative aspects of this approach is:
If the literary text is difficult linguistically, students may depend on the
teacher’s ready-made interpretations.
 3. LITERATURE FOR PERSONAL ENRICHMENT
 Literature as a tool for encouraging students to express their feelings and
verbalize their ideas
 It involves learner as a whole person

 Using this approach may be a problem occurs

Some texts may be so remote from the students’ own experience
 In addition, some students may not find pleasure in discussing about their
own feelings/ emotions or reactions.
CONT.…
 Personal Enrichment Model and Humanistic Approach to Language
Teaching by Williams and Burden (1997)
Involving learner’s as a whole person
 Engaging feelings/ emotions

 Developing identity

 Encouraging self-knowledge and self-evaluation

 Establishing a sense of personal value in learners

 Encouraging Creativity
INTEGRATED APPROACH OF LITERATURE &
LANGUAGE IN TEACHING

 Literature is rooted in a language and language gets

life through literature(UJJWALA, 2012)
 Language skills cannot be taught in isolation but in an
integrated way, incorporating a set of text based,
learner –centered activities to add fresh momentum
into teaching of language through literature
 Literature can be used to teach language through
interesting activities like predicting and ending a story,
role-playing by choosing some interesting plays
LITERARY LANGUAGE
 Literary language is connected with beauty, art
and the understanding of beautiful things
 It is made in artistic way and syntactically
complicated language in order to increase the
estimated value of the literary work
 Literary language has an aesthetic function
(Yousif, 2018)
 Literary language provides an emotional and
unpractical reaction by addressing to the senses
 SETTING AND PLOT
 Setting consists of two key  Plot refers to all of the related
elements: space and time things that happen in sequence in a
story
 CHARACTERS AND POINT OF VIEW
 A story’s characters are the doers of  Point of view in literature refers to
the actions the perspective through which you
 Characters may be Flat Character experience the events of the story
or rounded characters
 THEME AND TONE
 If the plot refers to what happens in  Tone refers to how the theme is
a story, then the theme is to do with treated in a work
what these events mean
 The literal
meaning of
literature is the
art of written
work in different

LITERATURE
forms, such as,
poetry, plays,
stories, prose,
fiction, etc. It
may also consist
of texts based on
information as
well as
imagination
 A society is a group of
people related to each
other through their
continuous and
uninterrupted
relations. It is also a
group of likeminded
people largely

SOCIETY
governed by their own
norms and values.
Human society, it is
observed, is
characterized by the
patterns of
relationship between
individuals who share
cultures, traditions,
beliefs and values
 language, a system
of conventional
spoken, manual
(signed), or written
symbols by means
of which human

LANGUAGE
beings, as members
of a social groups
and participants in
its culture, express
themselves. The
functions of
language
include communica
tion the expression
of identity, play
imaginative
expression,
and emotional
release.
 LITERATURE, LANGUAGE AND SOCIETY
 If one looks at the history of society, one will find that the nature of different
societies has gone through a lot of changes
 A literary man is as much a product of his society as his art is product of his
own reaction to life. Even the greatest of artists is sometimes a conscious,
sometimes an unconscious exponent of his time-spirit
 No writer can escape influence of his age. Every man, according to Goethe‘s
statement, is the citizen of his age as well as of his country
 Renan remarked: ―One belongs to one‘s century and race, even when one
reacts against one‘s century and race
REFERENCES
 Kaplan, M. (2005). Kultur ve Dil. Istanbul: Dergah Yayınevi
 UJJWALA, K. (2012). ENGLISH LANGUAGE TEACHING THROUGH LITERATURE.
II(Vi).
 Krashan, S (1993). The Power of Reaa. Englewood, NJ : Librarian Unlimited

 Arnold, J.(Ed) (1999). Affect In Language Learning. Cambridge : Cambridge University

Press
 Obediat, M. 1997. “Language Vs Literature In English Departments In the Arab World”
in English
 Yousif, M. K. (2018). Relationship Between Everyday Language and Literary Language
and Their Lasting Effects on the Learners of English Language. (April). Retrieved from
https://www.researchgate.net/publication/324606622_Relationship_Between_Everyday
_Language_and_Literary_Language_and_Their_Lasting_Effects_on_the_Learners_of_
English_Language
CONT.…
 Eagleton, T. (1983). Literary Theory: An Introduction, 2nd ed. UK:
Blackwell Publishers

THANK YOU 