Probing the Approaches to Teaching Literature to EFL Students - Graduate Learners’ Perspective
DOI:
https://doi.org/10.18533/jah.v11i02.2236Keywords:
Approaches, The literary text, cultural approach, paraphrastic approach, stylistic approachAbstract
This study aimed to explore the effectiveness of certain teaching approaches in a literature classroom in an English as a Foreign Language (EFL) setting. The effectiveness of these approaches is outlined from the learner’s perspective, and a conclusion is drawn after a deductive qualitative analysis of the learner’s opinions. This study also investigates the learner’s detailed responses on some approaches to formulate a common consensus on the solidity of these approaches in a literature classroom. The study further signifies the importance of teaching literature in an EFL classroom. A qualitative analysis based on a structured questionnaire is carried out after individual interviews of the participants. The participants have been graduated from the College of Languages and Translation, King Khalid University, Abha, Kingdom of Saudi Arabia, with a minimum of three literature courses on their credit. It has been observed that all the participants are convinced in adopting certain approaches in teaching a literary text which not only help in acquiring language symbols but also improve their critical outlook. This study also presents a careful evaluation of the benefits preferred and acquired by the interviewees at certain stages of their educational experiences. The authors have concluded the study by providing a set of suggestions to the Literature teachers who have been sincerely struggling in explaining literary texts to the EFL learners. The researchers propound the language teachers to adopt an eclectic method of teaching by integrating various approaches based on the course objectives.
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