investigates the connection between social power and language use ( Luke and Freebody 1997 ; Osborn 2000 ; Pennycook 2001 ; Walsh 1991 ; Wallace 1992 ) 2 . 2 . Language model Approaches Carter and Long ( 1991 ) describes that some approaches used for teaching literature could be utilized as the language model approaches in the EFL classroom . Each of three language model approaches are being discussed in brief :
2.2 . 1 . Language-based approach . It ’ s the most common approach used in the EFL classroom . In this approach , familiar grammar items , lexical features , and discourse categories are focused to enhance learners ’ knowledge about the target language ( English ). This model facilitates learners to develop a better understanding of a literary text and enable them to make meaningful interpretations and enjoy aesthetic value of it by systematically studying the various examples of certain linguistic features , literal meaning , figurative language , and dialogues involving direct and indirect speech . A number of activities could be utilized in the EFL classroom . These activities include cloze procedure , , jumbled sentences , prediction exercises , , creative writing , summary writing and role play . To serve linguistic goals , EFL teachers design such activities by deconstructing literary texts .
2.2.2 . Cultural Model : In this approach , EFL students are supposed to analyze literary works with focus on the target language , literary history . A Leaner explores and interprets historical , social , political and literary context of the work written by the author . While exploring the cultural background , a learner develops a good understanding of the text by interpreting various cultures and ideologies in relation to his / her own .
2.2.3 . Personal Growth Model . This approach combines the cultural model and the language model . It focuses on using language in a text by placing it in a particular cultural context . This model facilitates learners to enrich their emotional and intellectual experiences while learning a language . Students get opportunities in the EFL class to share their views and opinions by finding relation between their own cultural context and that of used in the literary works . It ’ s rightly pointed out by Cadorath and Harris “ text itself has no meaning ; it only provides direction for reader to construct meaning from the reader ’ s own experience ” ( 1998 , p . 188 ). It ’ s true , learning takes place when students are capable to analyze and interpret texts and be able to construct meaning of it in the light of their own contextual experience .
components from each three main models mentioned above . In this regard , Duffy and Maley ( 1990 ) maintain that to get maxim benefit of teaching literature in EFL class , it ’ s important to include all the three elements : the linguistic element to help students learn the language and get exposure to linguistic structures of the literary text ; the methodological element to help student know about the processes and strategies involved in reading ; the motivational element to convince learners to read literary works by enabling them to appreciate and enjoy the literary texts . Savvidou ( 2004 ) agrees with Duffy and Maley ( 1990 ) in suggesting three different ways of approaching the literary text . She ( ibid ) suggests to first apply cultural model followed with linguistic analysis approach and finally working for the personal growth of learners . In brief , the integrated approach is a multidisciplinary approach . According to Adeyemi ( 2010 ), teachers utilize a variety of strategies and techniques , methods and approaches in the integrated approach .. 4 . Conclusion Interesting material increases the motivation of students to learn . Students feel enthusiastic and become persistent . They give more concentration to complete tasks being done in the classroom . ( Crookes and Schmidt 1991 ). Suck level of learners ’ involvement does not come by chance . It largely depends on the materials used in the classroom by the teachers . Thus , it ’ s suggested that classroom activities , while teaching literature in the EFL classroom , must be amended to become student-centered so that leaners may get opportunities to engage themselves in collaborative group work . The choice of activities designed from a particular literary work is crucial for the active involvement of learners . At the end , it ’ s important to note that the role of the teacher is also very important in choosing a literary work and employing ways of interpreting it in the class .
3 . Suggested Approach It ’ s suggested , English Professionals , may not depend only on a single approach . They may combine elements and
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