Use Of Literary Texts Research Articles

Sono nel club con la mia gang Uso del drill rap per l’educazione linguistica e letteraria

Starting from the innovative approach operated by Hans Hunfeld and the more recent evidence by Mirco Magnani, this paper deals with the use of literary texts in language education, among which poetic texts are no exception. The present paper aims specifically to argue that even popular songs can place their lyrics as a model for language learning, most notably after considering the recipients of education within a broad objective of inclusivity. The use of songs in linguistic education for Italian as a Second or Foreign Language is already known, but it deals mostly with the classical melodramma or Italian art song. However, here it will be argued that even contemporary music spread among teenagers and youths can belong to the education program for languages. This paper presents the drill music lyrics of Louboutin (2020) by Vale Pain and Rondo da Sosa as a less orthodox but not less valid instrument to teach and learn Italian for foreigners.

Benefits of using critical thinking in English classes

The study is devoted to the use of literary text analysis based on modern pedagogical techniques in English lessons. These methods are used by English teachers at the Samarkand State Institute of Foreign Languages to develop students' critical thinking. The study focuses on analyzing the effectiveness of using innovative techniques to develop critical thinking abilities. Both quantitative and qualitative data analysis methods are used. The participants in the study are 100 3rd year English students studying reading and writing. Data show that the use of literary texts based on modern techniques helps to improve the effectiveness of English classes and the development of critical thinking skills. Modern teaching technologies are changing the role of the teacher, transforming him from a transmitter of information into an organizer and coordinator of the educational process. The purpose of the study is to introduce modern techniques into the English language curriculum. The results illustrate an increase in motivation to read and analyze literary texts, as well as in the overall competence of students.

Black literature in the English language classroom: teaching English and building the individual as a critical and sensitive social being with the short story “Girl” by Jamaica Kincaid

For some time in traditional foreign language teaching, literature occupied the place of teaching object used in the translation method. With the changes in teaching methodology, the literary text has lost its importance in English classrooms. However, literature is resurging and asking for space in this context in conformity with the official documents of education that attribute to the teaching of foreign languages the development of knowledge for the exercise of citizenship. This research aims to analyze the use of literary texts in the English language classroom that through this literacy process facilitates the construction of the student's formative character, collaborating in the reflection about his social practices and actions as a critical and sensitive individual. The short story "Girl" by the black writer Jamaica Kincaid is presented as an alternative object of study, bringing attention to relevant discussions of post-modernity, such as the colonization process, which is responsible for a great part of the identity formation of several peoples. Based on the assumptions of literature as a "humanizing" text (CANDIDO, 2012), transgressive (COSSON, 2016; HOOKS, 2017), and transformative (GONÇALVES; SPECHT, 2018) the research highlights linguistic, cultural, social, and spiritual learning factors of literary texts, contributing to the formation of a society based on equity, solidarity, and respect.

Vision for Teaching Communication Skills through Literary Texts in BBS Second Year

The article discusses the rationale and process of teaching Vision: A thematic anthology of literary and cultural texts in BBS second year in Tribhuvan University, Nepal. This book is a collection of multicultural literary readings that consist of poetry, fiction, prose and play. Based on the ideas that literary readings and their creative discussions in a classroom helps the learners to develop their creative, critical and language skills to be used in their professional life, the article has discussed how the texts incorporated in this textbook are appropriate to achieve these objectives of the course. The readings on the logics of using literature in the university classes form the theoretical background of this study. The study has concluded that the use of literary texts in management classes in the university helps the learners develop the basic communicative skills keeping the humanitarian aspect at focus. The article also incorporates a practical process of teaching a poem from this textbook in the real classroom and discusses how it could help students develop the expected skills.

EXPLORING LOCALIZATION IN LITERATURE: A LINGUISTIC AND CULTURAL ANALYSIS OF SELECTED LITERARY WORKS BY AMADOR T. DAGUIO

The study aimed to explore the Localized Aspects of the Literature in the Linguistic aspects, literary devices, and socio-pragmatic aspect of the language. Qualitative design was used in the analysis of the literary text which includes textual analysis of the four literary works of Amador T. Daguio. Textual analysis of the four literary texts of Amador T. Daguio was done to analyze and interpret the status of the language in terms of its linguistic aspects, literary aspects, and socio-pragmatic aspects of the language. Based on the textual analysis, the following conclusions are drawn: The study revealed that in the localized aspects of the language in terms of lexical and syntactic level, Most Filipino authors depict rich cultural environment in their literary writings. In terms of the literary aspect of the language, the dominant literary device used was “simile” to show the rich and specific culture values, practices, emotions, and other realities of rural Filipino life. In the socio-pragmatic aspects of the language, the most prevailing aspect of ethnography of communication in the selected literary works is “setting or scene” showing the actual place and over all location of the situation happened in the stories as emphasized as to where and how the characters interact or communicate. The following recommendations were formulated based on the textual analysis and conclusions of the study. Literature teachers should have relevant and sufficient background knowledge to integrate activities in identifying linguistic innovations under lexical and syntactic levels in their lessons and use Iluko literary pieces written in English by Ilocano authors as a springboard in teaching literary devices. Literature teachers should maximize the use of literary texts written in English by Filipinos in learning Filipino values, practices, emotions, and other facets of rural life for them to appreciate their own culture which enables and enhances their appreciation of Ilocano cultures through reading a particular literary text with a touch of their native and rural language which will eventually help them appreciate their own culture. Literary text written in English by Iluko writer with a touch of Ilocano theme and setting should be included in teaching literature in schools in order to understand better the different cultural aspects that were reflected in the different local literary works.

Developing the CARE intervention to enhance ethical self-efficacy in dementia care through the use of literary texts

BackgroundDementia care is essential to promote the well-being of patients but remains a difficult task prone to ethical issues. These issues include questions like whether manipulating a person with dementia is ethically permissible if it promotes her best interest or how to engage with a person who is unwilling to recognize that she has dementia. To help people living with dementia and their carers manage ethical issues in dementia care, we developed the CARE intervention. This is an intervention focused on promoting the ethical self-efficacy of people living with dementia and carers, i.e., their confidence that they can manage ethical issues when they occur. The purpose of this paper is to explain and discuss how we have developed the CARE intervention to promote the ethical self-efficacy of people living with dementia, their family, and professional carers through a specific and, we believe, new use of literary texts.MethodsThe CARE intervention has been developed in two phases: First, we conducted a needs assessment of the occurrence of ethical issues in dementia care and the need for an intervention to support people living with dementia and their carers in managing such issues. Second, in a design phase, we developed the CARE intervention to meet identified needs.ResultsTo address identified ethical issues in dementia care we designed the CARE intervention as a workshop format where people living with dementia and carers can meet, discuss literary texts, and deliberate on how to solve such issues. The workshop is structured by the following elements: An agenda of ethical issues, a collection of literary cases exemplifying ethical issues, a moderator with an understanding of dementia care, and an overview of the ethical principles relevant to the discussion of ethical issues. >This workshop concept is operationalized in three applications tailored to meet the specific ethical issues of each of the study´s three target groups: people living with dementia and family carers, professional and family carers, and professional carers.ConclusionWe conclude the paper by stating that it is possible to develop an intervention that promotes the ethical self-efficacy of people living with dementia and family and professional carers.

Fraseología y literatura: el caso del Quijote

Cervantes’s literary work has been the object of study of a wide variety of disciplines, among which Philology undoubtedly stands out. This paper aims to explore the author’s use of what Coseriu called «repeated discourse», namely, phraseology. For this purpose, we will reflect on the use of literary texts as a source of linguistic research, on the typology of the fixed units used in the novel and on the functions that Cervantes assigns to them.

Creativity of Modern Russian Writers in Teaching Russian Language to Tajik High School Students: Theoretical and Practical Aspects

In this article we are talking about the appeal in teaching the Russian language to the work of modern Russian writers who are known in Russia and abroad, when teaching the Russian language to Tajik high school students. As a work, the analysis of which can serve as an example for work in the lessons of Russian language and literature in a Tajik school, the story of Evgeny G. Vodolazkin “Kunstkamera in faces” was chosen. The article provides a rationale for its methodological value in teaching the Russian language, a linguistic analysis of the text is carried out, accompanied by tasks and exercises that are aimed at understanding the content of the text, at fixing the grammatical and lexical material used in it, and at developing students’ communicative skills. On this basis, it is recommended to work with the works of other contemporary Russian writers: Dina Rubina, Zakhar Prilepin. Lyudmila Ulitskaya, Lyudmila Petrushevskaya, Svetlana Mosova, Sergei Shargunov, Tatyana Tolstaya. The specific material presented is chosen taking into account the situation of the Russian language in the Tajik Soviet Socialist Republic and in modern Tajikistan. It is emphasized that the use of literary texts in the Tajik school has a long tradition of referring to the work of classic writers of Russian and Soviet literature, which requires, however, the expansion of the studied material at the expense of the works of contemporary Russian writers. Obviously, the study of the works of the 21st century will contribute to the interested study of the Russian language by Tajik students, as well as to acquaint them with the modern culture of the Russian people.

Literary learning: A proposal for using literature for the acquisition of emotional competencies

The concept of literary learning is based upon the conception that there are learning processes which through the use of literary texts have a productive result. The linking element between both terms is the development of some competencies, in particular, emotional as well as discursive. By presenting these considerations, new answers to old questions, which are still discussed in the didactics of literature, are provided: Why is literary reading necessary in Foreign Language Teaching (FLT), what goals are being pursued, how should literary reading be directed, and which learning processes are intended? The article deals with the aesthetic experience of literature on the basis of a lesson example. It is aimed at the aesthetic perception whereby not only is a pleasurable reading understood, but also a critical examination of the represented reality in the novel. The result is a productive and dialectic literary dialogue, in which the topics of narration are a starting point to an aesthetic judgment that also requires the ability to empathize with the characters and situations, so that learners ultimately improve their discursive skills.

Numerical Symbols as Paradigm of Intracultural Trace Element of Relationship in Between Ifá and Ayȯ-Olȯpȯn among the Yoruba of South-West in Nigeria: A Comparative Symbolic Analysis

Ifá, the deity of wisdom and divination, and ayȯ-olȯpȯn- indigenous board game are indigenous Yoruba cultural elements with international nomenclatures. However, despite the global cultural recognition of Ifá and ayȯ olȯpȯn, no research is known to the author that either accounts for the symbolism of ayȯ olȯpȯn numerology or relate Ifá numerology to ayȯ olȯpȯn. Therefore, the objective of the study is to establish Ifa and ayȯ-olȯpȯn memes. The study makes use of literary texts, Ifá literary corpus, and ayȯ olȯpȯn texts and the author's observation and analyzed with symbolism, a semiotic mode, where a symbol represents something, or somebody in one or more capacities is adopted because Ifá system operates around symbolism. It is found that there are nexus numbers around geometric progression and indices in ratios 4 and 5, in between ayȯ olȯpȯn and Ifá training numerology around pre-initiation, initiation, and post- initiation stages, Yoruba divinities, and calendars. The study concludes that ayȯ olȯpȯn and Ifá numerology are memes. Keywords : cultural element, indigenous board game, memes, numerology, symbolism

Le texte littéraire : de la formation linguistique à l’expression de soi en passant par l’émerveillement

This article focuses on the use of literary text in a university context, within a curriculum that prepares future translators and interpreters. The author proposes to reflect on the role of language-dominant literary reading where the literary text can be approached as a linguistic object, an object of wonder and of self-expression. The first two roles are demonstrated in chapter 17 of the novel L’embrasure (2010) by the French-Swiss author D. Loup. The last role, self-expression, is the subject of the analysis of two collections of texts Et, si on faisait un livre ... (2019) and Amoureux des mots (2020), a joint writing project by the author and her students.

Various aspects of using bibliotherapy in the field of education and rehabilitation

Bibliotherapy represents the planned use of literary texts and devices to encourage awareness and processing of emotional, cognitive, and interpersonal problems in individuals with different types of psychosocial distress. As a part of expressive arts-therapies, it includes precisely formulated goals, basic stages, and methodology that are described in this paper. In addition, an overview of recent scientific research on this topic is provided in order to gain insights on the most commonly used approaches, methodologies, and outcomes obtained, as well as the effectiveness of bibliotherapy. Based on our evaluation, we concluded that the use of bibliotherapy is an appropriate complementary approach in educational settings, for children with special needs, as well as for maintaining mental health. Considering the limitations of bibliotherapy, we emphasise the need for further research with the aim of improving practical models and assessment tools. Bibliotherapy can be a promising part of a multimodal educational and rehabilitation approach that recognises the power of language arts, which simultaneously supports both realistic and transcendental aspects of human existence.

Tawdzīf al-Nushush al-Adabiyyah fī Ta’allumi al-Lughah al-‘Arabiyyah Ladā al-Thullāb al-Nāthiqīn Bighairihā

Using literary texts is one of the creative approaches that we can use in learning Arabic language. This creative approach is in line with learning methods using diverse literary texts from poetry and prose texts such as novels and short stories to improve the competence of non-Arabic speaking students. This study aims to reveal literary texts for being the creative approach that raised motivation in learning Arabic language among non-Arabic speakers, and to show the use of literary texts in developing students' language skills. To achieve the objectives of the research, the researcher used the systematic review of the previous study (Systematic Literature Review), where she analyzes the data in an objective form. One of the most important findings of the research is that the use of literary texts in learning Arabic language helps non-native speakers improve their language skills, especially in Arabic grammar and morphological forms, and it also helps them acquire new vocabulary and good methods that students can benefit it. Based on this, teachers should focus on choosing appropriate literary texts, including using novels and short stories in learning Arabic language, to ensure that students understand the rules better and can practice them. In conclusion, the research recommended the necessity of cultivating interest in non-native speakers in the use of literary texts to increase the level of understanding and the ability to remember Arabic grammar, in addition to improving the skill of reading and writing in Arabic, which ensures a better lifelong learning.

Responsible Reading: Children’s Literature and Social Justice

In high accountability cultures, primary phase literacy education tends to focus on improving children’s test scores. Driven by each country’s performance in international league tables, this results in narrow, predominantly skills-based programmes designed to address attainment gaps. While scores may have been enhanced in recent years, there is little evidence that policy directives have positioned literacy in the lives of learners in ways that have become meaningful for them or been transferred into ways of thinking that promote social equity. Indeed, teaching practices that exacerbate the challenges for those young people who are already disadvantaged by circumstance have become more prevalent. Teachers, therefore, have an ethical responsibility to redress this through their teaching. This paper argues that literature is core to more equitable literacy development. As not all reading practices are equal, developing literacy education for a more socially just society needs to challenge the dominant pedagogic hegemony. Literature has the potential to spark the kind of mindful disruption necessary to shift standardised paradigms of thought, so literacy education should have children’s literature at its heart. By examining the value of literature through a set of complementary lenses, this paper seeks to reveal its affordances in young people’s lives. Then, through commentary taken from a pair of vignettes drawn from professional learning contexts, we illuminate shifts in teacher perception gained through scaffolded introduction to reading literary texts. The insights teachers gained reveal reconceptualisation of reading and the role of literature in primary education. This has the potential to redirect their future classroom practice. Consequently, we propose that for teachers to be adept at improving literacy outcomes through productive adoption and use of literary texts, they need: an aesthetic appreciation and knowledge of children’s literature; personal experience with reading such literature as social practice; and pedagogic insight into how to use literature to teach literacy and develop volitional readers. We call this knowledge set the additive trio, noting that no ‘step’ or understanding is sufficient on its own, and that together they can enable the development of Reading Teachers who work with literature to advance the social justice agenda.

Upotreba književnih sadržaja u nastavi stranih jezika

Relying on the communicative approach to foreign language teaching, this paper investigates the connection between literature and teaching methodology and points at the possible benefits of literature for foreign language learning, as well as for the development of students' cultural competences and the expansion of their general outlook on life. Arguments for the use of literature in foreign language teaching can be classified into five categories: Through the correct use of literary texts, students improve their language skills and competences (linguistic argument), while literary contents motivate the exchange of opinions and discussion, encouraging true communication (methodological argument). Literary texts also enable overcoming cultural barriers through familiarizing students with the culture of the language they learn (cultural argument), have an educational value in the broadest sense (personal development argument) and bring enjoyment (aesthetic argument). We have designed "The Use of Literary Contents in English Language Teaching" teacher training program at the Serbian Institute for the Improvement of Education on the basis of our methodological research and teaching experience. At the seminar, areas of language and ways in which literature can be incorporated in ELT are presented to primary and secondary school English language teachers, with special emphasis on practical examples, criteria for selecting texts, and accompanying activities. The activities we have designed show that it is not difficult to combine classic activities used in the communicative approach (e.g. role-play, interview, exchange of opinions, informal conversation, group work) with literary contents. At the end of the paper, we present the feedback from the participants of the seminar who have successfully incorporated our materials in their English classes, and point at the possible directions for the further development of this project.

Literature and language education

AbstractThis study explores the perceptions of English language teachers of the use of literature in the context of bilingual secondary education in the region of Madrid (Spain). An approach was adopted under which eighty-one English teacher participants completed a questionnaire so that a quantitative methodological approach of a descriptive – correlational nature could be adopted for this study. Results unveiled teacher perceptions of the benefits and drawbacks of using literary texts as a teaching and learning tool, their selection of literary texts and their actual implementation of these texts in their English classes, as well as the training needs for the effective use of literary texts as a language teaching and learning tool in the bilingual EFL secondary classroom. The pedagogical implications of the study emphasize the need to redesign and consolidate teacher training programmes containing literature and innovative teaching aspects both in initial teacher training programmes and for continued training.

Function and use of literary texts in Nordic schools

In this comparative study, naturally occurring literature instruction in Nordic lower secondary school is investigated in order to find out how lessons are organized, to what extent different genres are read and worked upon, and for what subject-specific functions and purposes literary texts are used. Implications for text selection by teachers are discussed. The study relies on four consecutive video-recorded language arts lessons from 102 classrooms in Finland, Iceland, Norway, and Sweden. The function and use of literary texts were investigated by means of video-analysis and statistical comparisons. The analysis clearly indicates that literature plays an important part in Nordic language arts education. In all four countries, narrative fiction texts were favored above other genres. When the aim was to give students joint reading experiences, short stories and excerpts from novels were normally used. Reading literature for the sake of developing comprehension appears to be a dominant function of using literary texts in Nordic lower secondary arts classrooms. The present study also suggests that it is important for Nordic teachers to provide their students with positive reading experiences.

Not Only Rivers and Mountains: Why Story Matters in New Area Studies

Area Studies was accused of storytelling, apparently an academic crime that merited its so-called demise. In this paper, I argue that storytelling is an integral part of academic writing in the humanities and that the rebirth of New Area Studies can be at least in part explained by its stress on narrative. Interdisciplinary investigation of story can help the field re-consolidate itself, because theoretical work can both describe and drive practice, as I show by a translation example. I then look outside New Area Studies to three other fields. First, I examine how historians weave narratives out of agreed facts, using Heidegger’s understanding of interpretation and Collingwood’s notion of re-enactment to explain the process. Second, I support Milutinović’s call for a move from the metonymic to the metaphoric in New Area Studies, by showing how the methods and tools of the later Wittgenstein, including his use of story, can be applied to New Area Studies to produce the surveyable representation, a way of making connections evident. Third, I show how dialogue with narrative theory can support the use of literary texts by researchers in New Area Studies, because the mind itself is literary in nature (following Turner), which means that novels can evoke what it feels like to be in a situation. The paper concludes that storytelling, far from being an embarrassment to New Area Studies, should be at the heart of its methodology and should be further examined in order to tell new stories and to tell them well.

Epic Limitations: Homeric Depictions of Teacher Dispositions

Abstract: This paper proposes an interdisciplinary use of literary texts in informing contemporary pedagogical thought. Though “soft skills” have always been a part of teachers’ expected repertoire, only fairly recently have these skills, now almost exclusively referred to as “dispositions,” become a major focus in university teacher preparation programs. As teacher preparation programs wrestle with the complexities of defining and assessing teacher dispositions, we propose that it is helpful to look to the humanities to assist with this navigation, in particular, literary texts. As an example of this process, we analyze Homer’s Iliad for dispositional insights. In the epic, Homer depicts various teacher dispositions, commenting upon both their effectiveness and their limitations in ways that can further elucidate contemporary discussions and concerns regarding their utility.

Educating Effervescent Women Scientists through Lucy Maud Montgomery's Anne of Green Gables

The series Anne of the Green Gables is sequential children books that focus on Anne Shirley, the story's protagonist. The series of books explore Anne's life from a girl to a charming pretty young lady. In the story, Anne is portrayed as an inquisitive young girl. She explores her life philosophically. She also explores many aspects of nature and its relation to science. Her inquisitiveness is extremelysharp, that the skill helps her in learning the science of everyday life. The paper discusses Anne of the Green Gables' use in educating female students to enjoy STEM education. At present, the proportion of women engineers in Malaysia is disproportionate, and the Ministry of Education is working on inculcating female students' effervescence in STEM subjects. The methodological framework utilised in this study adhered to the approach of the phenomenological case study's paradigm. Interviews were conducted,and qualitative data were gathered and analysed using Atlas.ti, a qualitative data analysis software. The findings indicated that female students could draw links between themselves and Anne, the protagonist in the novels. The protagonist's various occupational explorations helped female students understand that they can excel in STEM and arouse their interests to become scientists or engineers. In conclusion, the use of literary texts written by female authors such as Anne of Green Gables could draw attention from female students towards STEM. This study fills the gap in the existing literature where no scholars have used the classic Anne of Green Gables to illicit interests among young female students.