Introducing the Visual Art through Concrete Poetry in the EFL Classroom: A Case Study

Chahra Beloufa

doi:10.36892/ijlls.v3i4.765

Abstract

Teaching poetry offers the teacher of literature some basic and active ways to engage students in learning English because of poetry’s rich language which represents an opportunity for learners to explore meanings and be able to formulate creative responses. One must be aware of the fact that poetry includes various types which differ in forms, and each one of these may have a particular influence on students? learning literature; that is why one centralized the research area on concrete poetry or what is called visual poetry too. This study aims to teach students not only to read and listen to a poem but to develop the skill of creativity through rewriting and this ability would be provoked by the visual shape of the concrete poem. One is trying to bring fun in the EFL classroom and particularly during the literature lecture where students are probably bored by analyzing every line and stanza. So, all these aims were to be concrete via a test, observation and questionnaire. These scientific tools confirmed one’s hypotheses about how positive is concrete poetry for the group of the third-year English L.M.D. students at the University of Djilali Liabes, Sidi Bel Abbes

Highlights

Learners of English as a Foreign Language (EFL) need to have some knowledge and literary background about the target language and this is acquired to some extent and reinforced during lectures of literature
Teaching poetry in the EFL classroom may be challenging for teachers and difficult for students since poetry‟s genres and forms differ from one to another
The whole number of the 3rd year L.M.D. students is one hundred and sixty-one students grouped as; A, B, C, and D. Students from both groups C and D who were forty-six have been tested objectively without being informed under natural circumstances in their lecture of literature. The latter groups have a prior knowledge about poetry; they have been introduced to definitions of the different types of poetry; they have been trained on the stylistic devices containing in a literary piece

Summary

Introduction

Learners of English as a Foreign Language (EFL) need to have some knowledge and literary background about the target language and this is acquired to some extent and reinforced during lectures of literature. Literature incorporates various subjects often distinguished as literary genres, so the content of the lecture always contains for example a literary piece belonging to one of the main literary divisions whether drama, fiction, or poetry. Students tend to consider poetry difficult than prose and this can lead them to stress whenever they face this kind of literary piece of writing. When studying poetry or a poem are students aware of its potential towards their language skills?. Teaching poetry in the EFL classroom may be challenging for teachers and difficult for students since poetry‟s genres and forms differ from one to another. Students may be unable to grasp the poem‟s image and its dominant theme, as well as, the teacher may be incapable to convey and translate the poet‟s conceptualization of the described theme

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Conclusion