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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