The Impact of Teaching English Past Tenses through Literature in Sudanese EFL Classrooms on the Promotion of Students’ Performance

Ezzeldin Mahmoud Tajeldin Ali ,Abu Adam Osman Mahmoud Ahmed

doi:10.7575/aiac.ijalel.v.4n.3p.1

Ezzeldin Mahmoud Tajeldin Ali , Abu Adam Osman Mahmoud Ahmed

Open Access

https://doi.org/10.7575/aiac.ijalel.v.4n.3p.1

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Abstract

This study attempts to examine the effect of using English literary texts in teaching the past simple and past perfect tenses of English as a foreign language (EFL) at the secondary schools' level, in Gadarif province, in Eastern Sudan. Teaching English through literary text was done adjacent to a school syllabus called Sudan Practical Integrated National English (SPINE) for comparison purposes. On the basis of an experimental approach, pre tests and post tests were taken by 85 students; 42 students were chosen for the experimental group and 43 for the control group. The purpose behind the pre-tests was to give information about the learners' knowledge of English grammar before any training took place. After the pre tests, the two groups attended language classes through two different methods (SPINE and Literature). The language classes continued for five weeks after which students in the two groups have taken post tests. Results obtained via the tests, revealed that the teaching of English past tenses through literature proved to be more effective than through SPINE. The experimental group has relatively higher scores in comparison to the control group. The computation of the coefficient correlation showed a significant difference.

Highlights

The art of teaching English as a second or foreign language (ESL/English as a foreign language (EFL)) witnessed great changes throughout its history
The Grammar Translation Method (GTM) was one of the early attempts of ESL/EFL teaching that is no longer used at present
One of the adequacies of the GTM is the use of literary texts that represent the most versatile, timeless and interesting material to be used in English language teaching, in any respect

Summary

Introduction

The art of teaching English as a second or foreign language (ESL/EFL) witnessed great changes throughout its history. One of the adequacies of the GTM is the use of literary texts that represent the most versatile, timeless and interesting material to be used in English language teaching, in any respect. These characteristics are arguably enough to prepare the GTM for prospective use. Other approaches followed including the Direct Method, Audio-lingualism, Communicative Approach, task-based language learning, Total physical Response, the Silent Way, and the Natural Approach, etc These approaches successively dominated ESL/EFL setting out different objectives of English teaching (Zainuddin, et al 2011). These new trends probably take place due to research conclusions that point to literature as an effective technique for language teaching (Brumfit and Carter, 1986, and Little and Wood, 2005, Alam 2002). Krashen (1982) states that as the themes of stories are popular and known everywhere in the world, such stories can function as an helpful filter enabling younger learners to learn a language fast. Kellem, (2009) explains that teaching stylistic analysis of a literary text gives students a chance to illuminate the formal features of English grammar, etc

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