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The aim of this chapter is to examine the possible approaches which you could draw
on when using literature with your students. Pinpointing possible approaches can
help us to select and design materials for classroom use, as well as to assess the
suitability of published materials. There are three basic approaches to using
literature with the language learner.
1. A language-based approach
Methodological Assumptions
- Studying the language of the literary text will help to integrate the language
and literature syllabuses more closely.
- The literary text will help students to make meaningful interpretations or
informed evaluations of it.
- Students will increase their general awareness and understanding of English
- Students are encouraged to draw on their knowledge of familiar
grammatical, lexical or discoursal categories to make aesthetic judgements
of the text.
Selection and Organisation of Material
Material is chosen for the way it illustrates certain stylistic features of the
language but also for its literary merit.
Advantages
Students are helped to develop a response to literature through examining the
linguistic evidence in the text. They are encouraged to draw on their knowledge of
English, so this approach may provide useful exposure to, or revision of, grammar
and vocabulary in interesting new contexts and can improve their knowledge of the
language.
Disadvantages
If applied too rigidly, so that analysis of the text is undertaken in purely
linguistic terms with little chance for personal interpretation, this approach could
become very mechanical and demotivating.
2. Literature as content
Methodological Assumptions
Literature itself is the content of the course, which concentrates on areas such
as the history and characteristics of literary movements; the social, political and
historical background to a text; literary genres and rhetorical devices, etc.
Selection and Organisation of Material
Texts are selected for their importance as part of a literary canon or tradition.
Advantages
Genuinely educational approach in that understanding of texts is enhanced by
situating them within their literary and historical contexts.
Disadvantages
This approach may be most appropriate to a fairly select group of 'literary-
minded' students. Material may be very difficult linguistically, and therefore
demotivating for the average student. The approach may rely too heavily on the
teacher to paraphrase, clarify and explain, resulting in very little student
participation.
3. Literature for personal enrichment
Methodological Assumptions
- Literature is a useful tool for encouraging students to draw on their own
personal experiences, feelings and opinions.
- It helps students to become more actively involved both intellectually and
emotionally in learning English, and hence aids acquisition.
Selection and Organisation of Material
- Material is chosen on the basis of whether it is appropriate to students'
interests and will stimulate a high level of personal involvement.
- Material is often organised thematically, and may be placed alongside non-
literary materials which deal with a similar theme.
Advantages
1. Students are helped to develop a response to literature through
examining the linguistic evidence in the text. They are encouraged to
draw on their knowledge of English, so this approach may provide
useful exposure to, or revision of, grammar and vocabulary in
interesting new contexts and can improve their knowledge of the
language.
2. Involves learner as whole person, and so is potentially highly
motivating.
3. Genuinely educational approach in that understanding of texts is
enhanced by situating them within their literary and historical contexts.
Disadvantages
1. Some texts may be so remote from the students' own experience that
they are unable to respond meaningfully to them. Alternatively, some
groups of students may dislike having to discuss personal feelings or
reactions.
2. If applied too rigidly, so that analysis of the text is undertaken in purely
linguistic terms with little chance for personal interpretation, this
approach could become very mechanical and demotivating.
3. This approach may be most appropriate to a fairly select group of
'literary-minded' students. Material may be very difficult linguistically,
and therefore demotivating for the average student. The approach may
rely too heavily on the teacher to paraphrase, clarify and explain,
resulting in very little student participation.
Methodological Assumptions