When you say literature it is not the simple. straight forward phenomenon but it covers a wide range of activities.However, when it becomes a subject of study, it may be seen as an activity involving and using language. The claim "the study of literature is fundamentally a study of language in operation" (Widdowson: 1971) is based on the realisation that literature is an example of language in use, and is a context for language use. Thus, studying the language of literary texts as language in operation is seen as enhancing the learner's appreciation of aspects of the different systems of language organisation. The difficulty to learn linguistic through literature has been a difficult task.Traditionally, literature has been used to teach language use but rarely has it been used to develop language use.
Literature has the benefits of presents language in discourse. According to R. Carter (1986), language and literature teaching are more closely integrated and harmonized than is commonly used at present time so that literature would not be isolated.Another argument against literature also relates to literariness.Is the literary language providing the conventional and appropriate kinds of language required to convey, practical, everyday messages as request by communicative approach?
If we see the poems, plays and novels use of the same basic language system but have different functions from non-literary discourses in the communicative function. The result is that poets, novelists and playwrights produce linguistic messages, which by their very nature, stand out prominently against the reader's background awareness of what is both communicatively conventional and linguistically appropriate to the social purpose that the message is to fulfill, though grammatically intelligible in terms of syntax and vocabulary.
I am not saying that teaching literature is not encouraged but the key to success in using literature in the ESL classroom depends on the works selected. A text which is extremely difficult in linguistic or cultural levels will reap few benefits. Several solutions have been suggested in regard to the problems of linguistic or other difficulties such as simplification, extracts or simple texts. Simplification can be done by shortened in characters, situations and events, the vocabulary is restricted and the structures are controlled. We can also use extracts which are advantageous because they remove the burden of intensive lengthy reading. However, they are artificially isolated for teaching purposes and do not necessarily cultivate interest in reading in the ESL/EFL learner.
By the way we can use simple text to overcome the problem and to feed the need of our students. we should accept that using literature in the language classroom is a concept that has its focal point in language development. Thus, any syllabus based on this concept should also maintain language as the central concern. For this, it is imperative that curriculum developers depart from the traditional view attached to literature. It is also equally important that the syllabus has suggestions for teaching strategies and forms of assessment. The objectives may outline the importance of literature towards language development, but they become redundant if the teaching and assessment techniques do not apply those objectives practically.
Literature generates creativity in language and imagination and should feature in any education system that regards discovery and enjoyment as essential components of the learning process.
Literature has the benefits of presents language in discourse. According to R. Carter (1986), language and literature teaching are more closely integrated and harmonized than is commonly used at present time so that literature would not be isolated.Another argument against literature also relates to literariness.Is the literary language providing the conventional and appropriate kinds of language required to convey, practical, everyday messages as request by communicative approach?
If we see the poems, plays and novels use of the same basic language system but have different functions from non-literary discourses in the communicative function. The result is that poets, novelists and playwrights produce linguistic messages, which by their very nature, stand out prominently against the reader's background awareness of what is both communicatively conventional and linguistically appropriate to the social purpose that the message is to fulfill, though grammatically intelligible in terms of syntax and vocabulary.
I am not saying that teaching literature is not encouraged but the key to success in using literature in the ESL classroom depends on the works selected. A text which is extremely difficult in linguistic or cultural levels will reap few benefits. Several solutions have been suggested in regard to the problems of linguistic or other difficulties such as simplification, extracts or simple texts. Simplification can be done by shortened in characters, situations and events, the vocabulary is restricted and the structures are controlled. We can also use extracts which are advantageous because they remove the burden of intensive lengthy reading. However, they are artificially isolated for teaching purposes and do not necessarily cultivate interest in reading in the ESL/EFL learner.
By the way we can use simple text to overcome the problem and to feed the need of our students. we should accept that using literature in the language classroom is a concept that has its focal point in language development. Thus, any syllabus based on this concept should also maintain language as the central concern. For this, it is imperative that curriculum developers depart from the traditional view attached to literature. It is also equally important that the syllabus has suggestions for teaching strategies and forms of assessment. The objectives may outline the importance of literature towards language development, but they become redundant if the teaching and assessment techniques do not apply those objectives practically.
Literature generates creativity in language and imagination and should feature in any education system that regards discovery and enjoyment as essential components of the learning process.
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