Сыныпта әдеби шығармаларды пайдалану жолдары

Язык художественной литературы
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ЯЗЫК ХУДОЖЕСТВЕННОЙ ЛИТЕРАТУРЫ
OVERVIEW ON THE USE
OF LITERARY TEXTS IN EFL CLASSES
Elvana Shtepani
(Tirana, Albania)
The aim of this paper is to point out the importance of using literary
texts in the EFL classes. There is a new differentiated approach towards
integrating literature in EFL teaching. This is related to advantages of-
fered by literature. It is used as a useful technique for teaching both basic
language skills such as reading, writing, listening and speaking and lan-
guage aspects as vocabulary, grammar and pronunciation. Literary texts
provide students with authentic language not adapted to a certain level. It
helps to increase and improve learning; helps students with critical read-
ing skills and cultural education. It makes the students familiar with the
underlying reasons and criteria for language teachers’ using and select-
ing literary texts. This paper gives the data analysis of a questionnaire
given to 60 teachers and students in Master’s program about their beliefs
and practice in using literature in teaching English as a foreign language.
It also gives some suggestions on how to choose and use literary texts in
ESL teaching in the Albanian education system.
Keywords: Literature, literary text, reading skills, teaching tech-
niques, writing skills.
INTRODUCTION
It has been widely accepted that using literature in foreign language
classes has a wide range of benefits. Literature has attracted renewed inter-
est amongst curriculum planners, syllabus and material designers as well
as practitioners in the areas of English as a Second Language and Eng-
lish as a Foreign Language worldwide (Lazar, 1999). Literature serves as
an authentic source, where language structure and grammar usage come
out in their original context. Literature enhances students‘awareness to
language, provides cultural knowledge and skills. Due to the great pos-
sibilities it has to offer to a language class, it is being considered from
another point of view. Albanian respective educational institutions have

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already taken some steps to introduce literary texts in EFL curriculum.
However, difficulties and problems have been identified with regard to
the integration of literature in the language curriculum and its application
in the classroom environment. It is a challenge that our English teachers
have to face nowadays.
AIM
The aim of this study is to identify beliefs and attitudes of teachers and
students in using and integrating literature in English language teaching.
It also aims to investigate good practices in teaching literature in EFL
classes and to give some suggestions on how to select and use literary
texts in EFL classes in the Albanian education system.
LITERATURE REVIEW
A new move has been identified that emphasizes on the need to use
learning materials that can present emotionally engaging and intellectu-
ally stimulating experience for the language learners (Delanoy, 1997).
This kind of experience can be gained only by using literature as an ideal
source for our teaching materials. However, the function of literature in
language learning and teaching has changed. It is not considered any more
as the excellent model of language usage where readers can have merely
and aesthetic reading; on the contrary, it is now considered as a way to
promote interactions, critical thinking and language input. In other words,
by encouraging and involving students to comment on different interpre-
tations that one can give to a piece of literature, their critical thinking and
language skills are promoted and developed.
Moreover, O’Sulivan (1991) points out that literary texts, too, can be
interactive when they are approached in an integrated manner. The activi-
ties which are developed from the literary texts are interactive in the sense
that they encourage students to respond creatively by developing the text
in a way that employs communicative and purposeful language. Therefore,
students’ interest and motivation to learn English language will increase by
not being dependent on language accuracy as the determining factor.
Other scholars such as Widdowson (1975) consider that literature has
as its principle aim the development of the capacity for individual re-
sponse to language use. Hence, students who are supposed to have already
developed awareness to literary discourse can convey unique personal
messages. Teachers should ensure that students interact with the texts by
bringing in their own experiences, while providing different reading to

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the texts. Thus, when we use literature, we are promoting language learn-
ing and a three way interaction between the teacher, students and the texts
selected. Nevertheless, the selection of the texts should be done by taking
into consideration student‘s level of proficiency.
In terms of using literature to teach language, Brumfit and Carter
(1986) asserted that literary texts not only can grip the reader’s imagina-
tion more strongly but they can also be promoted for the examination of
language at work. Littlewood (2005) also observed that although such
texts were predominantly valuable for developing reading skills, they
could be exploited for purposes such as grammar and indicating various
types of language usage. It is believed that literature enhances all lan-
guage skills because it makes use of extensive and subtle vocabulary as
well as a complex and quite perfect syntax. In literary texts, language is
not merely used to convey some kind of information or make statements,
which is also its primary function; on the contrary, the linguistic units
bear some value beyond the linguistic one.
Generally, literary texts serve for different purposes during the pro-
cess of language teaching. Therefore, language learning through litera-
ture may improve students’ acquisition of particular language skills such
as inferring meanings from clues in the text, reading between the lines
and coping with figurative and ambiguous language use. Teachers in lan-
guage classroom therefore need to guide the students whenever necessary
(Delanoy,1997).
Another argument which scholars use in favor of literature integration
in language teaching is that it provides students with the opportunity to
read different varieties of the same language in a single piece of writing.
A literary text uses authentic text or real language in context that students
can respond to directly. They examine languages in context by explor-
ing and discussing the text. Literary texts provide examples of language
resources being used to the full, and the reader is placed in an active inter-
actional role in working with and making sense of this language (Brumfit
and Carter, 1986)
The same beliefs are shared by Van (2009), who believes that study-
ing literature in the EFL classroom has many advantages because it pro-
vides meaningful contexts; it involves a profound range of vocabulary,
dialogues and prose; it develops cultural awareness and encourages criti-
cal thinking.
Furthermore, researchers have also identified a wide range of strate-
gies used by students when reading literary texts. Two different processes

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may be used by students when dealing with a literary text; the bottom-
up process, as Goodman and Carrell suggest, is a rather passive process,
where the student is not required to use all of the textual clues and he can
use different kind of cues such as the syntactic or semantic ones to predict
the meaning.
Whereas, in the second process called the top- down process, students
are asked to make use of their relevant background of knowledge (Carrell
and Eisterhold, 1988). They think the immediate goal for EFL/ESL teach-
ers is to minimize reading difficulties and to maximize comprehension by
providing culturally relevant information to students before they embark
on their reading assignments.
Students may also approach a literary text aesthetically. This approach
is a rather active way of understanding the text making students detach
from the real world and enter a secondary world mapped out by the liter-
ary text. Thus, the aesthetic approach to literature has a strong emotional
appeal because students are invited to live through what the speaker, nar-
rator or characters experience in their textual worlds (Delanoy, 1997).
The above-mentioned approaches may be summarized as four major
steps that students take in order to understand a text. Firstly, students
make the initial contact with the text, with its genre, content, structure
and language by using their prior knowledge and surface features. Sec-
ondly, students are immersed in their understanding and by using their
prior knowledge and the text itself, they continue further with the creation
of meaning. Thirdly, they step back and reflect on their previous knowl-
edge or understandings. Lastly, students react to the text or to the reading
experience itself.
DESCRIPTION OF THE PROBLEM
Literature has been studied as a separate course in University; there-
fore, many EFL teachers see it as something belonging to the upper levels
of teaching a foreign language. They hesitate to integrate literature in the
teaching process for two main reasons. Firstly, they fear the lesson will
fail because of student’s language skills. Secondly, they lack the proper
teaching skills to teach literature, because they haven’t had the adequate
pre-service and in service training in doing this. In addition, even in cases
when a poem, a short story or an extract from a play appear in the course
book, it is seen only as a language material without paying attention to
the aesthetic and cultural values it conveys. Some teachers see themselves
simply as a language teacher thus ignoring that literature in itself can be

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summarized as follows: “Writings having excellence of form or expres-
sion and expressing ideas of permanent or universal interest. The body of
written works produced in a particular language, country, or age. (Web-
ster, 3d Ed retrieved from http://www.merriam-webster.com/dictionary/
literature)
METHODOLOGY
The study is based on two sets of questionnaires distributed to 50 stu-
dents on their second year of master’s program who have taken classical
literary courses and ten teachers who have taught these classes in both
undergraduate and graduate level. The students were male and female
students and they had different proficiency levels. Teacher’s background
ranged from experienced teachers to new ones. Qualitative and quantitati-
ve methods of research were used, such as interviews and questionnaires.
Questionnaires consisted of two parts related to the teachers’ attitude and
perception of literature in the class; approaches and activities, and the
choice of texts as well. The questionnaire handed out to students contai-
ned questions related to their attitudes, perceptions and practices in lear-
ning literature; different activities; problems they faced; texts used and
the knowledge obtained from the course and their further needs.
The following table provides results of the questionnaire handed out
to the groups of students. It shows general results on areas of difficulty
they face when using literary texts in EFL classes. Results were analyzed
by the use of Likert‘s scale.
QUESTIONS MEAN
I have read literary texts in high school 2.2
I have taken literature as a course in my undergraduate studies3
I have difficulty in understanding literary texts based on other
cultures
1.8
I have difficulty in identifying literary elements1.6
The language used in poetry is difficult to understand1.7
The language used in short stories is difficult to understand1.6
I like to learn literature by watching movies or plays1.4
I like to learn literature through discussions with friends1.7
I like the teacher to explain the content of the literary text in
detail
1.9

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I think it is important for teachers to motivate students to learn
literature
2.9
I like teachers who ask for our views and interpretation of
literary texts in class
2.1
The following table deals with the perceptions and attitudes of tea-
chers while teaching literature to students of different proficiency levels.
QUESTIONS MEAN
I find teaching literature easy 2.5
I find integrating literature in English classes easy2.2
I have integrated literature into language teaching2.5
I have selected literary texts to integrate into language tea-
ching
2.3
Students enjoy literary courses 1.6
Students enjoy learning literature in a language course2.5
Teachers and students read literary texts 2.3
Teachers know how to integrate literary texts into the course1.9
They have skills of selecting appropriate literary materials
according to their life and language level
2.6
Students read a wide variety of literary texts 1.7
Teachers use e-books 2
I find it easy to use different teaching techniques in teaching
literature
2.1
I use essay writing in my classes 2.8
As previously mentioned, the teachers were also interviewed in per-
son to gather information on their way of selecting and using literary texts
in their classes, the assessment techniques and further needs of classes in
Albanian schools and universities. Following there is the list of questions
addressed to teachers teaching in undergraduate and graduate level.
1. What forms of assessment do you use in your literary classes?
2. How do you select the texts?
3. What percentage do literary texts take in your teaching materials?
4. How do your students find literary texts?
5. What are the needs of both teachers and students related to litera-
ture?

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6. What techniques do you use in the course?
7. Do they get skills for integrating literature in language teaching in
other courses of their program?
8. Should you receive training before teaching literature in language
classes?
In answer to the questions, teachers point out that they use the traditio-
nal way of assessment. Regarding the selection of texts, they pay attention
to selecting texts from both classical and moden literature relevant to the
language level, but it is to be pointed out that literary texts make up only
10% of the teaching materials used in language classes. Teachers still find
them difficult to be used as a teaching source. 50% of the teachers ( five
out of ten) state that their students find literary texts intersting and en-
gaging, but other teachers say that the low level of language proficiency
prevents students from understanding and enjoying literary texts used in
the class. These students make use only of the bottom-up strategies.
Teachers need strategy training which we think must be done even at
university level. As for the needs of both students and teachers related to
literature, the interviewees think that if we introduce and use interesting
pieces of literature and apply active techniques, students will take part acti-
vely in the class and will be used to freely express what they think of the
literary text. They will be able to process and produce the foreign language
without being afraid of being punished for the mistakes they may make.
As teachers in teacher education programs are working to integrate
literature in the language programs, they themselves need some training
to achive results. The interviewees think that they are giving some skills
to teaching students but more training is needed especially for selecting
the right literary text and for using it in the class.
CONCLUSION
The integration of literature in EFL classes is of great importance due
to the advantages it offers. Literature is a useful technique for teaching
both basic language skills and language aspects.
Literary texts provide students with authentic materials and their use
in language classes helps students improve learning, develops their criti-
cal thinking and enhances their cultural education.
The everyday practice and the problems faced by both teachers and
students show that EFL teachers need more training to transform their
classes into an environment where students enjoy literature and learn
English at the same time.

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