خلاصة:
The present paper aimed at highlighting the judicious incorporation of literary genres (i.e. novel, short story/fiction, drama, and poetry) as a supposedly inspiring teaching technique and an allegedly potent learning resource into ESL/EFL curricula. The rationale behind this pedagogical inclusion is to promote both teaching and learning effectiveness through capitalizing intensively on the genres so as to teach basic language skills and language areas- macro and micro levels. Much mention was made of the 'why' (i.e. justification and benefits), the 'how' (i.e. logistical considerations), the 'where' and the 'when' (i.e. spatiotemporal factors) aspects of introducing literary texts into the confines of the ESL/EFL classroom. What this vigorous discussion spawned was some detailed accounts of literary competence as an overarching term consisting of morphological, lexical, phonological, syntactic, semantic, pragmatic, discourse, stylistic, and sociolinguistic / sociocultural knowledge bases . Afterwards, evaluation process as the last but most important element of the teaching-learning process was explicated. In the end, seven solutions to the problems and dangers of using culture transmitters in the ESL/EFL classroom were suggested in an attempt to bring literature and ESL/EFL pedagogy into a happy contact leading to teaching and learning effectiveness maximization.
ملخص الجهاز:
In the end, seven solutions to the problems and dangers of using culture transmitters in the ESL/EFL classroom were suggested in an attempt to bring literature and ESL/EFL pedagogy into a happy contact leading to teaching and learning effectiveness maximization.
e. poetry, short story/fiction, novel, and drama) can be traced back to the 19th century when the Grammar Translation Method (hereafter GTM) was adopted by ESL/EFL teachers in order to teach second/foreign languages.
In the end, seven solutions to problems and dangers of using culture transmitters in the classroom are suggested in an attempt to bring literature and ESL/EFL instruction into a happy contact leading to teaching and learning effectiveness maximization.
He argues that prior to assigning the first literary piece, the ESL/EFL teacher should provide the students with examples to familiarize them with how authors in the second language tend to write the genre they will be studying.
Students can gain insight into literature by gaining entrance to a world familiar or unfamiliar to them due to the cultural aspects of stories, and taking a voyage from the literary text to their own minds to find meanings for ideas, leading to critical thinking (Erkaya, 2005).
Instruction Chastain (1981: 120-131) presented some factors including instructional goals, current texts, course organization, analysis of students' needs, second language classroom processes, comprehensible input, output required, developing competence, practice, aptitude-treatment interaction, out-of-class and in-class learning, and machine-assisted instruction.
'Where' of Literature Incorporation into ESL/EFL Curriculum Contextual or situational factors could affect how crucial the cultural component is in language learning.