Significance of Teaching
Literature in the EFL
Dr. Abdul Fattah Soomro
Introduction
The significance of using literature in the EFL classroom
is highlighted by the scholars. Van (2009) finds literature
useful in the EFL classroom. According to him (ibid), literature , in the EFL classroom, provides context that is similar to real life situations. It involves learners by appealing to their imagination and developing their critical
thinking. In addition, students get an opportunity to develop a variety of vocabulary by reading dialogue and
understanding the text. According to (Healy, 2010), literature enhances the creative capability of leaners and develop in them the awareness of the culture of target language. Healy (2010) mentions four valid reasons for using
literature in the EFL classroom.
Most of EFL course books are found insipid and less
motivating by the leaners . Through the use of literature,
students can get pleasure , feel interested by reading
good stories.
Discussion while reading literature encourages students to get involved by exchanging their thoughts and
ideas, feelings and emotions by interacting with his fellows in a meaningful way. They can narrate the story and
appreciate the characters in the class participation activities.
It helps students to develop better attitude by reflecting over the concepts and ideas propagated in the
works by the authors .
4.It gives confidence to use the language in a more
confident way In short, literature could turn out be a significant factor in develop reading habits of leaners to their
academic, cultural, linguistic and intellectual learning.
APPROACHES TOWARDS TEACHING ENGLISH THROUGH LITEARTURE
There are a number of approaches being used to teach
a language through literature. In this section, we focus on
two types of approaches: general approaches used by
literary people to teach language through literature and
approaches developed specifically by linguistics to help
language professionals for utilizing literature in the language classroom
2.1. Literary Approaches
Literary analysis includes six most common approaches. Each of six approaches is being discussed in brief to
help readers get to know about them.
2.1.1 New Criticism: This approach allows readers to
peruse the text in his/her own way. A reader can interpret
the literary work in an objective manner without taking
into account the social, cultural, political and historical
background in which the text was produced. A reader
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does not necessarily need to have knowledge of the author’s purpose and motive behind writing the work
(Thomson ,1992).
2.1.2.Structuralism: In this approach, the readers
focus on exploring the structure and process involved to
arrive at the meaning of a literary text. Aesthetic pleasure
or value, which is a main function of a literary work, does
not capture the attentions (Culler, 1982 & Carter and
Long, 1991)
2.1.3 Stylistics. The Stylistic approach, which was
developed in 1970s, involves the analysis of the various
features of language used in literary text. This approach
develops interest of the readers and sharpens their sensitivity towards literature (Rodger, 1983; Moody,
1983 ;Widdowson ,1983)
2.1.4. Reader-Response, This approach focuses on
developing such activities which may inspire readers to
interpret the text in the light of their own experiences and
life events, opinions and views, feelings and emotions.
This approach encourages readers to identify the literary
work with their own selves (Dias and Hayhoe, 1988; Rosen
– blatt, 1978).
2.1.5. Language-Based Approach: This helps
learners develop awareness of the language which is used
in literature . This approach develops knowledge base of
any other language including English. So many scholars
(Nash 1986; Littlewood 1986; Carter and Long 1991) be-
lieve that this approach is more accessible and easy to
practice for both teachers and learners in the EFL class.
2.1.6. Critical Literacy; It’s not meant for teaching
literature. However, this approach could be utilized for
teaching both literature and language. This approach