Literature and Language Learning in the EFL Classroom is a collection of chapters that examines how literary texts can be incorporated into teaching practices in an EFL classroom. The book takes multiple approaches to literature and language education, such as the use of extensive and close reading, pedagogical stylistics, translation, and the evaluation of successful foreign language learners, and consequently exemplifies how English language teaching and learning can best be developed through presentation and exploration of literary texts. The international perspectives provide invaluable insights into how to deal with issues potentially caused by social, cultural and native language differences in English language teaching contexts, presenting readers with useful teaching methods and materials that can be replicated in their own classrooms.
Arvustused
This volume more than fulfils its aims, providing valuable insights into and confirming the merits of using literature in EFL contexts. As such, it is an important and relevant contribution to a thriving discipline and thus well worth reading. (Cliff Kast, Reading in a Foreign Language, Vol. 29 (2), October, 2017) Literature and Language Learning in the EFL Classroom is a volume of articles on the subject of using literature in EFL teaching. Literature and Language Learning in the EFL Classroom has something for teachers in different teaching contexts and with different pedagogical approaches, providing plenty of inspiration for readers to try out new methods and activities for students of varying levels of language proficiency. (Scott Bean, JALT Journal, Vol. 39 (1), May, 2017)
|
|
|
x | |
|
|
|
xi | |
| Preface |
|
xiii | |
| Acknowledgements |
|
xv | |
| Notes on Contributors |
|
xvi | |
| Introduction |
|
1 | (12) |
|
|
|
|
|
|
|
Part I Current Issues and Suggestions for New Approaches |
|
|
|
1 Recent Developments in Uses of Literature in Language Teaching |
|
|
13 | (13) |
|
|
|
2 Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan |
|
|
26 | (15) |
|
|
|
3 Bridging the Gap between L1 Education and L2 Education |
|
|
41 | (20) |
|
|
|
4 From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary Appreciation and Creative Writing in ELT |
|
|
61 | (14) |
|
|
|
5 Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as a Language Learning Tool |
|
|
75 | (19) |
|
|
|
6 Playing with Words and Pictures: Using Post-modernist Picture Books as a Resource with Teenage and Adult Language Learners |
|
|
94 | (21) |
|
|
|
Part II Empirical and Case Studies |
|
|
|
7 Achievement Tests for Literary Reading in General EFL Reading Courses |
|
|
115 | (16) |
|
|
|
8 A Stylistic Approach to Digital Texts: Teaching Literary Texts through New Media |
|
|
131 | (9) |
|
|
|
9 The Effects of Literary Texts on Students' Sentence Recognition: Translation Tasks and Comprehension Tasks |
|
|
140 | (11) |
|
|
|
|
|
10 Benefits of Teaching Speech/Thought Presentation: Developing Language Awareness through Reading Austen and Eliot |
|
|
151 | (16) |
|
|
|
11 Teaching English Novels in the EEL Classroom |
|
|
167 | (15) |
|
|
|
12 Using Short Stories in University Composition Classrooms |
|
|
182 | (15) |
|
|
|
13 Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communicate in a Second Language |
|
|
197 | (15) |
|
|
|
14 Literary Reading Circles and Short Essay Activities for English Learning among Medical Students |
|
|
212 | (17) |
|
|
|
15 The Role of Literature in Foreign Language Learning |
|
|
229 | (19) |
|
|
|
16 The First Step towards a Critical Perspective: The Practice of Evidence-Based Explanation of a Literary Text in Book Clubs |
|
|
248 | (12) |
|
|
|
17 The Use of a Literary Text in an Extensive Reading Programme: Reading Murakami's `Super-Frog Saves Tokyo' in the World Cafe |
|
|
260 | (20) |
|
|
|
18 Increasing Motivation and Building Bridges to Content with Graded Readers |
|
|
280 | (18) |
|
|
|
19 Pedagogical Stylistics in an ELT Teacher Training Setting: A Case Study |
|
|
298 | (18) |
|
|
| Epilogue: Literature and Language Learning in the EFL Classroom |
|
316 | (5) |
|
|
| Index |
|
321 | |
Michael Burke, University College Roosevelt, Utrecht University, Netherlands Ronald Carter, University of Nottingham, UK Motoko Fukaya, Tsurumi University, Japan Geoff Hall, University of Nottingham, Ningbo, China Tomohide Ishihara, Aichi University, Japan Yuka Kusanagi, Gunma University, Japan Kyoko Kuze, Ueno Gakuen University, Japan Marina Lambrou, Kingston University, UK Gillian Lazar, Middlesex University, UK Tetsuko Nakamura, Komazawa University, UK Masako Nasu, Okayama University, Japan Takayuki Nishihara, Prefectural University of Hiroshima, Japan Soichiro Oku, Kanto Gakuin University, Japan Akira Ono, Hiroshima University, Japan Aiko Saito, Setsunan University, Japan Yoshifumi Saito, University of Tokyo, Japan Kiyo Sakamoto, Doshisha University and Ryukoku University, Japan Mark D. Sheehan, Hannan University, Japan Hiroko Sugimura, Okayama Prefectural University, Japan Kazuko Takahashi, Meisei University, Japan Masayuki Teranishi, University of Hyogo, Japan Katie Wales, University of Nottingham, UK
Lisainfo e-raamatute kohta