LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 1 January 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Copyright © 2012
M. S. Thirumalai
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Exploiting Literature in the Teaching of English as a Second Language

V. Suntharesan, M.Phil., Ph.D. Candidate

Abstract

The misconception that literature is a separate domain that hasn’t any relevance to language learning exists among most teachers. This faulty assumption is found to be the result of the teacher’s failure in recognizing the fact that literature is the sum product of the language. Furthermore, one ought to realize that literary masterpieces came into being only after the invention of the language. In fact, incorporating literature into the language curriculum motivates language learners and creates a cheerful environment in the classroom. The beneficial role of literary texts in Second Language Learning is studied in this paper with the help of authentic data elicited from an experiment carried out among learners. From the Faculty of Arts, University of Jaffna, 50 undergraduates reading in the 3rd Year were selected at random and divided into two groups i.e. the control group and the experimental group. An identical Pre-test was conducted among both groups and the results were found to be with very little variation. A literature-based syllabus incorporating selected works of English literature fused with skill based language exercises was produced for the experimental group. Textbooks on the four skills covering the same components were recommended for instruction for the control group. Classes in course lessons specifically designed for each group were held for 6 months. At the end of these six months, the students were required to sit Post-tests. Their performances in the tests showed that the experimental group that followed instructions based on literature-specific syllabus fared much better than the control group. The findings have impacts over the currently adopted syllabuses and stressed the benefit of literature oriented language activities.

Key Words: Literary Criticism, Communicative Skill, Motivation, Symbolic Expression, Cultural Information, Emotional Domain, Social Discourse

Introduction

Currently, one could sense a renewed interest that has been generated in the teaching of literature in the language class and a lot of comments have been made on the subject. But in the recent past, inclusion of literature in the language curriculum did not gain such popularity. At one time, it was a component in courses without any justification. Later although there was a greater emphasis on the spoken language classes, teachers were not keen in using literature in language classes.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

V. Suntharesan, M.Phil., Ph.D. Candidate
Senior Lecturer
English Language Teaching Centre
University of Jaffna
Jaffna
Sri Lanka
suntharesan@yahoo.com
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