Abstract
Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. It explores the historical background, covering various phases, studies from various countries, including the Arab world where literature teaching shows positive responses. The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers. It also shows how literature enriches the EFL learners’ overall learning experience.
Highlights
In English as a Foreign Language (EFL) teaching, literature is instrumental in engaging students’ minds and feelings in meaningful communication in English (Sage,1987). Moody (1971) noted that “the study of literature is fundamentally a study of language in operation” and “literature can fit into virtually any language methodology ”
This paper shows the significance of literary texts in English language teaching program
The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers
Summary
In English as a Foreign Language (EFL) teaching, literature is instrumental in engaging students’ minds and feelings in meaningful communication in English (Sage,1987). Moody (1971) noted that “the study of literature is fundamentally a study of language in operation” and “literature can fit into virtually any language methodology ”. Durant (1995) stated four methodological approaches to teaching literature: lecture, informal dialogue, workshop and self-access learning He provided the following activities in classroom: silent reading comprehension task Listening tasks Personal response Dictionary learning and study skills and dictionary work Talk in the target language Stylistic analysis Creative writing and written response. Timucin (2001) integrated the stylistics and language-based approaches into a one pedagogical framework and noticed the benefits of this integrated approach vis-à-vis learners’ engagement, liking for literary texts and enhanced motivation This approach paved the way for further research on incorporating literature in language teaching. Following are the three phases for teaching literature: 1. The Preliminary Phase: This is language-based activities for developing comprehension
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