Title of the Lesson: The prominence of using literature as a tool in foreign language learning

and teaching
Aim of the Lesson: The aim of this lesson is to teach students the prominence of using
literature as a tool in foreign language learning and teaching.
Learning Outcomes:
1.Students learn and identify the prominence of using literature as a tool in foreign language
learning and teaching.
2. Students learn and identify the approaches to the study of literature.
3. Students learn and identify some methodological issues in using literature in language
classes.
Mode of Delivery: Distance Education
Name of the Lecturer: Dr. Murat Hişmanoğlu
Duration: 3 class hours

1.The significance of literature in language curriculum and teaching

Literature plays a significant role in language curriculum and teaching. However, many
language instructors have faced with some problems in their teaching language through
literature. First, there are few suitable pedagogical materials used for teaching language through
literature. Second, there is not enough preparation in the field of literature for teaching in the
language curriculum. Third, there are not enough goals to define the significance of literature
in language classrooms. Some language teachers have attempted to consider literature in their
teaching, but insufficient training in this area has made them unable to fully achieve their goals.
The language instructors are undeniably a crucial factor in language education for learners
(Pinter, 2006). They also play a significant role in teaching language through literature. Thus,
in order to make their teaching efficient they require considering some factors. First, they should
define the goal of teaching language based on the learners’ expectations and demands. Second,
they should choose the suitable language teaching approach. Third, they should choose literary
texts relevant to the goals of their teaching. By considering these goals, they can have affective
teaching language through literature.
Starting from the role of classical literary texts used for language teaching purposes in the
Grammar-Translation Method (GTM) in the 19th century, the use of literature for language
teaching purposes has been an important issue in language teaching. They were the main
classroom materials students tried to understand and translate during the time GTM was a
popular method. With the emergence of some approaches like the Direct Method and
Audiolingualism, literary texts were no longer in the language classrooms due to the emphasis
put on spoken language in language classrooms.
With the emergence of communicative language teaching in 1980s, the use of authentic
materials as a valuable source for learning the language has gained popularity because they
show the reality of the language. As literature is authentic text, the activities used with literary

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texts are genuine language activities. It is important for advanced level students to be exposed
to a variety of authentic literary texts accompanied by tasks and questions that resemble real-
life approaches to such texts.

Regarding the role and place of literature courses in language teaching programs, there are two
different positions, namely essentialist and non-essentialist (Donato & Brooks, 2004;
Edmondson, 1997; Scott & Tucker, 2002; Yuksel, 2007). Some scholars argue that studying
literature may not even help the development of second language competence and proficiency
(Edmondson, 1997). This non-essentialist position regards no or limited value of using literature
in language teaching and argues that “it is not essential to handle literature in the interest of
developing adequate L2 proficiency (…) and literary texts have no essence that distinguishes
them from other type of texts” (Yuksel, 2007, p. 45, original emphasis).

On the other hand, an essentialist position supports the argument that the study of literature can
facilitate the development of language proficiency (Lazar, 1993; McKay, 1982; Widdowson,
1984) as well as cultural awareness (Akyel & Yalcin, 1990; Ghosn, 2002; Lazar, 1993, 1994;
McKay, 1982; Parkinson & Thomas, 2000; Shanahan, 1997), critical thinking (Ghosn, 2002;
Lazar, 1993; Parkinson & Thomas, 2000), and motivation (Akyel & Yalcin, 1990; Ghosn, 2002;
Lazar, 1993; McKay, 1982; Parkinson & Thomas, 2000) in a foreign/second language
classroom. There is a growing body of books, chapters, and articles about the value of literature
in foreign language teaching programs. In the 1980s, a lot of research was conducted with a
view to identifying the role of literary texts in the language classrooms (Collie & Slater, 1987;
Johnson, 1981; Widdowson, 1983). Some practitioners believe that literary texts should be used
for language teaching purposes for a number of reasons. Carter & Long (1991) considered the
study of literature as “a sine qua non for the truly educated person” (p. 1). Lazar (1993) stated
that literature should be used in the language classroom because:

Essential
1. It is very motivating.
2. It is authentic material.
3. It has general educational value.
4. It is found in many syllabuses.
5. It helps students to understand another culture.
6. It is a stimulus for language acquisition.
7. It develops students’ interpretative abilities.
8. Students enjoy it and it is fun.
9. It is highly valued and has a high status. 10. It expands students’ language awareness.
11. It encourages students to talk about their opinions and feelings.

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Similarly, McKay (1982) claims that one of the most important contributions of using literature
for language teaching purposes is that “literature presents language in discourse” (p. 530),
which will exemplify why a specific language form should be used and in this way it will
contribute to the development of students’ language awareness. In addition to this benefit, she
also mentions some other benefits such as fostering students’ reading proficiency, promoting
tolerance for cultural differences, and leading to more creative students in the language
classroom. Spack (1985), too, mentions the role of literature in creating more culturally-tolerant
language learners and bringing about the concept of “language and cultural awareness” and she
also points out that literature can serve as a stimulus for writing and composition. In the more
recent literature about this topic, most authors review what has already been suggested by others
so far and make some additional comments. For instance, Tasneen (2010) mentions the positive
views of the students at international schools in Bangkok about the place of literary texts in the
language classes. Bretz (1990) defines the role of literature in foreign language teaching as “a
springboard for the development of critical thinking and appreciation” (p. 335). Likewise, Inan
(2009) claims that students will benefit from the communicative value of literary works since
they will be exposed to some authentic materials.

In contrast to the positive opinions given above, there are some negative opinions associated
with the use of literature for language teaching purposes (Edmondson, 1997). Because of the
linguistic difficulty and the need to know about the culture of the target language, language
teachers may be reluctant to benefit from the works of literature in the language classroom.
Parallel to this idea, McKay (1982) states that one of the most common opinions against the
use of literature for language teaching purposes is the structural complexity and unique use of
language, which will not help the teaching of grammar.

On one side, the advantages and disadvantages of using literature for language teaching
purposes are taken into consideration by teachers and other practitioners and on the other side,
different approaches to using works of literature in the language classroom are suggested so as
to overcome the difficulties stemming from the literary works as course materials.

2. Approaches to the study of literature

According to Lazar (1993), there are three approaches to the study of literature. These are as
follows:
2.1. Language-based approach
2.2. Literature as content
2.3. Literature for personal enrichment

Let’s explain these three approaches one by one in the following.

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2.1. Language-based approach
Studying the language of the literary text will help to integrate the language and literature
syllabi more closely. Detailed analysis of the literary text will help students to make meaningful
interpretations or informed evaluations of it. At the same time, students will increase their
general awareness and understanding of English. Students are encouraged to draw on their
knowledge of familiar grammatical, lexical or discoursal categories to make aesthetic
judgments of the text.

2.2. Literature as content

This is the most traditional approach, frequently used in tertiary education. Literature itself is
the content of the course, which concentrates on areas such as history and characteristics of
literary movements; the social, political and historical background to a text; literary genres and
rhetorical devices, etc. Students acquire English by focusing on course content, particularly
through reading set texts and literary criticism relating to them. e mother tongue of the students
may be used to discuss the texts, or students may be asked to translate texts from one language
into the other.

2.3. Literature for Personal Enrichment

Literature is a useful tool for encouraging students to draw on their own personal experiences,
feelings and opinions. It helps students to become more actively involved both intellectually
and emotionally in learning English, and hence aids acquisition.

3. Methodological issues in using literature in language classes

One of the most important points in using literature in languaguge classes is the concept of
literary experience. It is simply defined by Arthur (1968) as the special interaction that exists
between the book and the reader. Literary experiences have certain characteristics. The first one
is that they happen to the reader. In other words you cannot order someone to enjoy a story or
poem. The second one concerns the reader and the text. The piece of literature should be suitable
for the reader and the reader himself/herself should be eager and willing to react to the literature.
The last characteristic is that the reader should be intellectually and totally involved with the
piece of literature he/she is reading. A crucial point which is mentioned by Arthur is that "if
literature is to provide a useful vehicle for the teaching of second language skills, it must first
succeed as a literary experience.

There are some factors which play crucial role in encourage the students to experience literary
experience while reading a piece of literature. The first factor is the choice of literary text. They
are some suggestions given by Arthur concerning the choice of the text. Teachers should not
select a text which involves many new and difficult vocabulary items and grammatical
structures. This will discourage the students because they cannot make sense of the piece of
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literature especially in EFL settings in which the proficiency level of the students may not be
high enough to analyze and make sense of difficult vocabulary and grammatical structures. New
and unfamiliar cultural assumptions should also be avoided specially in the earliest stages of
language learning. They are some stories which are common to all countries and cultures. The
teachers can select those stories or can translate the popular stories in students' native culture if
students have the same L1. But literary value of the story should be kept during the translation
process. Another factor which contributes to the literary experience is non-verbal
accompaniment embedded in the text. These non-verbal clues include pictures (even for adults),
sound effect especially for children and teacher's tone of voice. It is recommended that the
literature be first presented to the students as a totally nonverbal experience.The third and last
factor mentioned by Arthur is the reading environment. During using literature in an ESL/EFL
classroom the atmosphere should be relaxed and nonthreatening. The amount of explanation
given by the teacher should be minimized. The teachers should avoid taking a reading exam
after reading the story because the students will prepare themselves for the exam rather than
receive the story as the literary experience.

References
Babaee, R. & Yahys, W.R. (2014). Significance of literature in foreign language teaching.
International Education Studies, 7(4), 80-85.

İnan, B. & Yüksel, D. (2013). Literature and Language Teaching: A course book. Ankara:
Pegem Akademi.

Lit Learning: A Guide to Literature in Language Teaching. Available Internet Address:

https://www.fluentu.com/blog/educator/literature-in-language-teaching-and-learning/

Khatib, M. & Rahimi, A. H. (2012). Literature and language teaching. Journal of Academic and Applied
Studies, 2(6), 32‐38.

T, P. Yuksel, D., İnan, B. (2015). The Place of Literature in an English Language Teaching
Program: What Do Students Think About It? The Reading Matrix, 15(2), 45-52.

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