Öz
The main purpose of this paper is to explain the advantages of using literature as a resource in second and foreign language classrooms. To this end, the benefits of integrating literature in language classrooms is first presented within the scope of the following items: a) authenticity, b) cultural awareness, c) thinking skills, d) personal development, e) four basic language skills (i.e. reading, writing, listening and speaking). In the second section, the paper provides information about the significant contribution that different literature genres (e.g. poetry, drama) can make to language learning. The third section of this article highlights the importance of specific criteria (e.g. students’ language level, age, cultural background) for selecting appropriate literary texts to be used in foreign language classrooms. In the concluding section, this paper suggests that, in order to get the full benefit of these advantages, language teachers should be properly trained on the effective use of literary texts, as well. All in all, this paper emphasizes that literary texts, when chosen carefully, considering the features of the target group, and used effectively by well-trained teachers in educational settings, can add not only to the students’ linguistic development, but also to their personal growth.
Anahtar Kelimeler
Literature language teaching literary texts foreign language teaching language skills
Kaynakça
- Bland, J. (2019). Learning through literature. In S. Garton and F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 269-287). New York: Routledge.
- Cambridge advanced learner’s dictionary (2003). Cambridge, UK: Cambridge University Press.
- Chen, Y-M. (2006). Using children’s literature for reading and writing stories. Asian EFL Journal, 8(4), 210–232.
- Collie, J., and Slater, S. (1987). Literature in the language classroom. A resource book of ideas and activities. Cambridge, UK: Cambridge University Press.
- Crystal, D. (1987). Child language, learning and linguistics. London: Edward Arnold. Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13.
- Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172
- Hall, G. (2015). Recent developments in uses of literature in language teaching. In M. Teranishi, Y. Saito and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp 13-25). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_2
- Harris, J., and Mahon, T. (1997). Writing and the use of literature in the English classroom. In P. Falvey and P. Kennedy (Eds.), Learning language through literature: A sourcebook for teachers of English in Hong Kong (pp. 9-27). Hong Kong: Hong Kong University Press.
- Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: The University of Michigan Press. https://doi.org/10.3998/mpub.23736
- Hirvela, A. (2005). ESL students and the use of literature in composition courses, Teaching English in the Two-Year College, 33(1), 70–77.
- Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53-66.
- Kao, S.-M., and O'Neill, C. (1998). Words into worlds: Learning a second language through process drama. Stamford, Conn: Ablex.
- Kuze, K. (2015). Using short stories in university composition classrooms. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp. 182-196). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_13
- Larsen-Freeman, D., and Anderson, M. (2011). Techniques and Principles in language teaching (3rd ed.). New York, NY: Oxford University Press.
- Lazar, G. (1990). Using novels in the language-learning classroom. ELT Journal, 44(3), 204-214. https://doi.org/10.1093/elt/44.3.204
- Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733048
- Long, M. (1986). A feeling for language: The multiple values of teaching literature. In C. Brumfit, and R. Carter (Eds.), Literature and language teaching (pp. 42–59). Oxford: Oxford University Press.
- Mahoney, D. (1997). Drama in the classroom. In P. Falvey, and P. Kennedy (Eds.), Learning language through literature: A sourcebook for teachers of English in Hong Kong (pp. 117- 133). Hong Kong: Hong Kong University Press.
- McKay, S. (2014). Literature as content for language teaching. In M. Celce-Murcia, D. M. Brinton, and M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.) (pp. 488-500). Boston, MA: National Geographic Learning/Heinle Cengage Learning.
- Moody, H. L. B. (1971). The teaching of literature. London: Longman.
- Mourao, S. (2009). Using stories in the primary classroom. In BritLit: Using literature in EFL classrooms (pp. 17-26). London: British Council. Retrieved 28 December 2019. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_BritLit_elt.pdf
- Naji, J., Subramaniam, G., and White, G. (2019). New approaches to literature for language learning. Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-15256-7
- Paran, A (1998). Helping learners to create and own literary meaning in the ELT classroom. Ideas: The APIGA Magazene, 1, 6-9.
- Pardede, P. (2011). Using short stories to teach language skills. Journal of English Teaching, 1(1), 14-27. https://doi.org/10.33541/jet.v1i1.49
- Picken, J. D. (2007). Literature, metaphor, and the foreign language learner. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230591608
- Richards, J. C., and Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London, UK: Longman, Pearson Education.
- Sage, H. (1987). Incorporating literature in ESL instruction. New Jersey: Prentice-Hall.
- Saito, A. (2015). Bridging the gap between L1 education and L2 education. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp. 41-60). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_4
- Saito, Y. (2015). From reading to writing: Creative stylistics as a methodology for bridging the gap between literary appreciation and creative writing in ELT. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp. 61-74). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_5
- Saka, F. (2018). Views of pre-service English teachers on the role of literature in EFL classes. International Journal of Languages’ Education and Teaching, 6(2), 138-148.
- Takahashi, K. (2015). Literary texts as authentic materials for language learning: The current situation in Japan. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp 26-40). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_3
- Tevdovska, E. S. (2016). Literature in ELT setting: Students attitudes and preferences towards literary texts. Procedia - Social and Behavioral Sciences, 232, 161-169. https://doi.org/10.1016/j.sbspro.2016.10.041
- Tibbetts, D. (1997). Poetry writing and language learning. In P. Falvey, and P. Kennedy (Eds.), Learning language through literature: A sourcebook for teachers of English in Hong Kong (pp. 93-106). Hong Kong: Hong Kong University Press.
- Tseng, F. (2010). Introducing literature to an EFL classroom: Teacher’s presentations and students’ perceptions. Journal of Language Teaching and Research, 1(1), 53-65. https://doi.org/10.4304/jltr.1.1.53-65
- Wessels, C. (1987). Drama. Oxford: Oxford University Press.
- Zengin, B., Basal, A., and Yukselir, C. (2019). Investigation into the perceptions of English teachers and instructors on the use of literature in English language teaching. The Reading Matrix: An International Online Journal, 19(1), 155- 166.
Öz
Bu çalışmanın temel amacı edebiyatın ikinci ve yabancı dil sınıflarında kaynak olarak kullanılmasının getirdiği faydaları açıklamaktır. Bu amaçla, ilk önce edebiyatın dil sınıflarına dahil edilmesinin getirdiği faydalar şu maddelerin kapsamı dahilinde sunulmuştur: a) otantiklik, b) kültürel farkındalık, c) düşünme becerileri, d) duygusal ve zihinsel gelişim, e) dört temel dil becerisi (okuma, yazma, dinleme, konuşma). İkinci bölümde bu çalışma farklı edebi türlerin (örneğin: şiir, drama) dil öğrenimine yaptığı önemli katkılar hakkında bilgi vermektedir. Çalışmanın üçüncü kısmı yabancı dil sınıflarında kullanılacak olan edebi metinlerin doğru bir şekilde seçilmesine dair dikkate alınması gereken temel kriterlerin (örneğin: öğrencilerin dil seviyesi, yaşı, kültürel deneyimleri) önemini vurgulamaktadır. Çalışmanın sonuç kısmında, belirtilen faydalardan tam anlamıyla istifade edebilmek için dil öğretmenlerine edebi metinleri etkili bir şekilde kullanabilmeleri üzerine kapsamlı bir eğitim verilmesini önermektedir. Genel olarak değerlendirildiğinde, bu çalışma edebi metinlerin, hedef grubun özellikleri dikkate alınarak seçildiğinde ve iyi eğitilmiş öğretmeler tarafından eğitim ortamlarında etkili bir biçimde kullanıldığında, öğrencilerin sadece dilsel gelişimlerine değil aynı zamanda kişisel gelişimlerine de katkıda bulunacağını vurgulamaktadır.
Anahtar Kelimeler
Edebiyat dil eğitimi edebi metinler yabancı dil eğitimi dil becerileri
Kaynakça
- Bland, J. (2019). Learning through literature. In S. Garton and F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 269-287). New York: Routledge.
- Cambridge advanced learner’s dictionary (2003). Cambridge, UK: Cambridge University Press.
- Chen, Y-M. (2006). Using children’s literature for reading and writing stories. Asian EFL Journal, 8(4), 210–232.
- Collie, J., and Slater, S. (1987). Literature in the language classroom. A resource book of ideas and activities. Cambridge, UK: Cambridge University Press.
- Crystal, D. (1987). Child language, learning and linguistics. London: Edward Arnold. Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13.
- Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172
- Hall, G. (2015). Recent developments in uses of literature in language teaching. In M. Teranishi, Y. Saito and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp 13-25). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_2
- Harris, J., and Mahon, T. (1997). Writing and the use of literature in the English classroom. In P. Falvey and P. Kennedy (Eds.), Learning language through literature: A sourcebook for teachers of English in Hong Kong (pp. 9-27). Hong Kong: Hong Kong University Press.
- Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: The University of Michigan Press. https://doi.org/10.3998/mpub.23736
- Hirvela, A. (2005). ESL students and the use of literature in composition courses, Teaching English in the Two-Year College, 33(1), 70–77.
- Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies, 1(1), 53-66.
- Kao, S.-M., and O'Neill, C. (1998). Words into worlds: Learning a second language through process drama. Stamford, Conn: Ablex.
- Kuze, K. (2015). Using short stories in university composition classrooms. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp. 182-196). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_13
- Larsen-Freeman, D., and Anderson, M. (2011). Techniques and Principles in language teaching (3rd ed.). New York, NY: Oxford University Press.
- Lazar, G. (1990). Using novels in the language-learning classroom. ELT Journal, 44(3), 204-214. https://doi.org/10.1093/elt/44.3.204
- Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733048
- Long, M. (1986). A feeling for language: The multiple values of teaching literature. In C. Brumfit, and R. Carter (Eds.), Literature and language teaching (pp. 42–59). Oxford: Oxford University Press.
- Mahoney, D. (1997). Drama in the classroom. In P. Falvey, and P. Kennedy (Eds.), Learning language through literature: A sourcebook for teachers of English in Hong Kong (pp. 117- 133). Hong Kong: Hong Kong University Press.
- McKay, S. (2014). Literature as content for language teaching. In M. Celce-Murcia, D. M. Brinton, and M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.) (pp. 488-500). Boston, MA: National Geographic Learning/Heinle Cengage Learning.
- Moody, H. L. B. (1971). The teaching of literature. London: Longman.
- Mourao, S. (2009). Using stories in the primary classroom. In BritLit: Using literature in EFL classrooms (pp. 17-26). London: British Council. Retrieved 28 December 2019. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_BritLit_elt.pdf
- Naji, J., Subramaniam, G., and White, G. (2019). New approaches to literature for language learning. Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-15256-7
- Paran, A (1998). Helping learners to create and own literary meaning in the ELT classroom. Ideas: The APIGA Magazene, 1, 6-9.
- Pardede, P. (2011). Using short stories to teach language skills. Journal of English Teaching, 1(1), 14-27. https://doi.org/10.33541/jet.v1i1.49
- Picken, J. D. (2007). Literature, metaphor, and the foreign language learner. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230591608
- Richards, J. C., and Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London, UK: Longman, Pearson Education.
- Sage, H. (1987). Incorporating literature in ESL instruction. New Jersey: Prentice-Hall.
- Saito, A. (2015). Bridging the gap between L1 education and L2 education. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp. 41-60). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_4
- Saito, Y. (2015). From reading to writing: Creative stylistics as a methodology for bridging the gap between literary appreciation and creative writing in ELT. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp. 61-74). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_5
- Saka, F. (2018). Views of pre-service English teachers on the role of literature in EFL classes. International Journal of Languages’ Education and Teaching, 6(2), 138-148.
- Takahashi, K. (2015). Literary texts as authentic materials for language learning: The current situation in Japan. In M. Teranishi, Y. Saito, and K. Wales (Eds.), Literature and language learning in the EFL classroom (pp 26-40). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_3
- Tevdovska, E. S. (2016). Literature in ELT setting: Students attitudes and preferences towards literary texts. Procedia - Social and Behavioral Sciences, 232, 161-169. https://doi.org/10.1016/j.sbspro.2016.10.041
- Tibbetts, D. (1997). Poetry writing and language learning. In P. Falvey, and P. Kennedy (Eds.), Learning language through literature: A sourcebook for teachers of English in Hong Kong (pp. 93-106). Hong Kong: Hong Kong University Press.
- Tseng, F. (2010). Introducing literature to an EFL classroom: Teacher’s presentations and students’ perceptions. Journal of Language Teaching and Research, 1(1), 53-65. https://doi.org/10.4304/jltr.1.1.53-65
- Wessels, C. (1987). Drama. Oxford: Oxford University Press.
- Zengin, B., Basal, A., and Yukselir, C. (2019). Investigation into the perceptions of English teachers and instructors on the use of literature in English language teaching. The Reading Matrix: An International Online Journal, 19(1), 155- 166.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Mart 2021 |
| Yayımlandığı Sayı | Yıl 2021Cilt: 10 Sayı: 1 |
e-ISSN: 2147-1606