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A Pedagogical Framework for the Teaching of Literary Texts in Turkish Efl Context

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In my country, English is taught from primary school to high school. However, if I think of my elementary and high school period, no teacher taught anything by combining English and literature or did not do any activity. We did not read short stories. We did not analyze poetry, stories, or do brainstorming. Throughout my education, except for the university, I am so sad to say that we focused on grammar learning in company with gap-filling activities, tests with a multiple-choice question. We read and tried to analyze grammatical components on some non-literary texts without even knowing of the existence of short stories. Of course, this has changed at university, and I have learned all the exciting ways what the short story is in the literature classes, what the symbols are, how the hidden meanings lie in a story, and I am very grateful to my teacher for that. Apart from studying English, I have something that comes to mind. After choosing to study in a language-intensive classroom in high school, my English Teacher in high school taught English literature as a separate school subject, not with combining English learning in company with literature. As students, our English proficiency level was low, and I did not think that our teacher was competent because she did not teach us any subject that was about literature. Our motivation was low, and we did not have any self-confidence, we had limited resources and materials. I vividly remember that because when I think both İstanbul and Bilecik, they were so different when I compare them in educational resources. 

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In fact, when I think about it, English literature is beneficial in this respect as it provides ready-made materials, original or adapted, that can appeal to any level of proficiency. There are plenty of texts made up of straightforward storylines, plots, easy grammar, and simple vocabulary. Children books, short stories, picture books, fables, and fairy tales of uncomplicated nature are prominent examples. Incorporating them into the course content could suggest an exciting experience and a source of motivation for students and teachers as well. The disappointing experience of foreign language teachers with reference to the teaching of English with literature in Turkey should be condensed into service to fully accept that, unless our students first get a good knowledge of English, they will never be able to cope with such great authorities as William Shakespeare, Scott Fitzgerald, Oscar Wilde, William Blake or Charles Dickens.

In the second and third year of the university, I started to love the literature after hearing from my teacher how she liked literature and why she loved it, especially when she wanted from us to read and analyze intriguing short stories. After that, my thoughts have changed. I started to think that English literature is a great way to learn how to speak fluent English. Trying to learn any new language can be intimidating and goes into learning the vocabulary, conjugation, and syntax of a foreign language. One of the unique features of learning a foreign language is the ability to understand the best words that describe the connotation or feeling and interpretation of the phrases used in context and meaning. All of this takes time to learn and be competent. I learned the basic concepts and terms related to literature, such as genres and literary devices, which are necessary to understand and interpret literary works and studies. While learning these things, I started reading more short stories than I usually would. That is why, the most interesting short story that I read was Désirée’s Baby. At first, I cannot say I understood very well. My reading level, my vocabulary knowledge, and comprehending figurative meanings in the stories improved. So, my teacher focused on reading, listening, speaking, and writing skills necessary for the best use of the English language. 

When thinking of designing a pedagogical framework for the teaching of literary texts in the Turkish EFL context, in the use of literary texts, it is not a matter of support, but rather a matter of compelling which connotes students’ understanding. Literature drives them to read increasingly and also profoundly. Keeping in mind the ultimate goal of grasping the bit of the content before them, they need to read it over and over and look at each of the sections and explore the interrelationship within each part. Literature helps in the joining of phonetic ability into communicative skills by placing language into utilization in various social circumstances. Literary writings, mainly short stories, give educators and learners of English with a great deal of pre-reading and post-reading exercises, the ones which stimulate the learners’ creative energy and results in their inventiveness. Indeed, even after a while, these exercises remain with the learners as they try to remember the story’s episodes and how they anticipated them to happen. Students, who focus on literary writings, are reading an adaptation that is rich in allegory, smile, cite, and ambiguity, and these are the components that extend their rationale and comprehension of the content that they are reading, as well as foreign language.

There are methods that I can teach, support and enhance English language literacy in several ways. It is essential to ensure for English language learners to make connections between what they already know as background knowledge, and what they are learning when thinking about pedagogical practices that can be influential. I can take steps to relate new information to the previous knowledge and culture of my students. Helping students develop such possible connections enables them to create a schema to study and understand new information. Continuous language exposure is an essential solution to help students develop skills in literacy. There are also several techniques that I might create an environment which is rich in language wise. Firstly, students should read regularly, and opportunities for reading both aloud and silently should be provided. Reading should be an emphasis for discussion in the language-rich classroom. All classrooms should have a library in the classroom with age- and grade-appropriate books that could be appropriate at different levels of reading. Another important strategy is to keep engaged foreign language learners and help them understand the language comes in many ways. In addition to auditory text and digital sources of delivery, I should provide students with literature in various formats including text newspapers articles and written lectures. Providing sources of language to describe all learning techniques (visual, auditory, and kinesthetic) in such a manner as to teach students the different methods by which they can connect directly to the languageIn this regard, 

I will be providing the language with diverse and relevant interactions. Formative assessment is an assessment that’s both for learning and as learning. This continual cycle of feedback and improvement makes learning useful and effective. For instance, I may want from the students to write a journal about the five most noteworthy elements in the short stories they think according to their opinions during their assignments or classes. Next, We will then discuss the five elements that connect with their personalities and their experiences, and they will explain why that they chose those specific elements. 

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