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Philippine Normal University: Teaching English Novels in The Efl Classroom by Masayuki Teranishi

The document discusses strategies for teaching English novels in EFL classrooms. It summarizes an article by Masayuki Teranishi that presents reasons for using novels, criteria for text selection, and teaching approaches. Some key points include: (1) Novels can improve English knowledge but require time and effort, so careful text selection is important; (2) Strategies should develop both language and literary skills, foster cultural understanding, and make the experience enjoyable; (3) Texts should challenge without overwhelming students and reflect their interests and proficiency. The discussion provides insights into effective ways to incorporate novel instruction.

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Erdy John Galdiano
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71 views

Philippine Normal University: Teaching English Novels in The Efl Classroom by Masayuki Teranishi

The document discusses strategies for teaching English novels in EFL classrooms. It summarizes an article by Masayuki Teranishi that presents reasons for using novels, criteria for text selection, and teaching approaches. Some key points include: (1) Novels can improve English knowledge but require time and effort, so careful text selection is important; (2) Strategies should develop both language and literary skills, foster cultural understanding, and make the experience enjoyable; (3) Texts should challenge without overwhelming students and reflect their interests and proficiency. The discussion provides insights into effective ways to incorporate novel instruction.

Uploaded by

Erdy John Galdiano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

PHILIPPINE NORMAL UNIVERSITY


The National Center for Teacher Education
MINDANAO
The Multicultural Education Hub
Prosperidad, Agusan del Sur
A.Y. 2019-2020

TEACHING ENGLISH NOVELS IN THE EFL CLASSROOM BY


MASAYUKI TERANISHI

A Topic Review and Synthesis Essay

In partial fulfillment of
the Requirements
in ELE 703
(Literature-Based English Language Teaching)

ERDY JOHN R. GALDIANO


-Ma Ele-

October 2019

If we accept that novels can contribute to our students’ knowledge of English, and if we
agree that a novel requires a fair amount of time and effort to read but can also be engrossing and
enjoyable, then it is important for us to choose carefully the novels we will teach. The article titled:

PHILIPPINE NORMAL UNIVERSITY MINDANAO


The Country’s National Center for Teacher Education by Virtue of R.A. 9647
Teaching English Novels in the EFL Classroom by Masayuki Teranishi presents pedagogical
reasons for teaching novels in EFL/ESL classes, basic criteria for choosing appropriate novels, and
practical suggestions for teaching them.
Teranishi (2008) strongly pointed out that the teaching of novels in the EFL classroom
requires strategies and approaches which can account for the distinctive features of long fiction,
deviating from a traditional Japanese method for teaching literature (Verbatim Translation) to
other methods (Extensive Reading) in teaching of literature. Moreover, in EFL learning situations,
the instructor needs to take into consideration that the students are non-native speakers of English.
Thus, the study of novels may involve an approach to texts as linguistic resources as well as
cultural artifacts; this idea was also pointed out to the argument that extensive reading often
neglected cultural content because of simplified texts.

Theoretically, a novel is a literary genre which consists of three interrelated components:


the story, the language, and the style of presentation. Thus, initially, the teaching of novels should
be concerned with enabling students to experience novels, and later enable them to describe and
eventually account for the experience by making critical comments (Hajizadeh, 2011).

An efficient novel reading experience will reveal indicative clues to the discovery of the
theme, characterization, symbolism, and relevant features of long fiction. Teranishi (2008) aims
to propose a variety of strategies to make the teaching of the novel enjoyable and an academically
enriching experience, especially in the context of Japanese learners of the English as a Foreign
Language. These strategies include the design and implementation of motivation building
techniques which facilitate overall comprehension, interpretation, and cultural orientation.
Hajizadeh (2011) strongly believes that literary techniques such as the ones used by Teranishi
(2008) can also be devised in a manner to train the students to read for meaning rather than details
at the first stage, and later provide the students with auxiliary assistance such as glossaries and lists
of definition of literary terms. Other significant factors which can make novel reading a rewarding
and enjoyable experience in the classroom concern suitable text selection, allocation of sufficient
time for the reading of novels, and finally preparing students for a total intellectual and emotional
involvement in the literary experience of novel reading.

Furthermore, the teaching of novels can also serve as a tool to familiarize students with the
diversity of cultural presentations. The mentioned goals in the paper of Terinashi (2008) can be
achieved by the implementation of effective strategies designed for language skills (practical
communication skills) and literary skills (critical ability, awareness of literariness, creativity, etc.);
thus, giving its impact to the crafting of activities.

The selection of texts should also be given importance. As stated by Terinashi (2008), the
main reason for the choice of materials is, however, is the assumption that English as a Foreign
Language and literary studies can complement each other through an examination of the language
of fiction. Sophisticated fiction encourages students to concentrate on language that reflects

PHILIPPINE NORMAL UNIVERSITY MINDANAO


The Country’s National Center for Teacher Education by Virtue of R.A. 9647
authorial intentions and the themes of the work. As Gillian Lazar (1990) has proposed, the text
should be sufficiently challenging without being so difficult as to be demotivating. It should also
be within the students' grasp, in terms of their linguistic, intellectual, and emotional capacities.
Once the appropriate text, based on the linguistic level of complexity, modernity, appeal, has been
chosen by the teacher, taking into account the students' level of proficiency and interest, the
mentioned strategies can be implemented.
In my classroom setting, I have somehow made a useful accompanying task, such as those
tasks presented by Terinashi (2008) in quizzes and final essay, can greatly help my students
appreciate the literary text, and at the same time, build and improve their language awareness.
What I did was, I crafted a selective list of pre-reading quizzes and discussion topics to be given
to the students. This list can stimulate a motivated reading at home. It can further aid the
comprehension of the text. It will also serve to prepare the students' capacity for developing
independent literary critical skills. One important task at this stage is to propose to the students to
think about major issues of the text. Instead of telling the students what there is in the text, I, as
the teacher, can stimulate their imaginative power by inviting them to contemplate on the related
issues and thematic significance.
Generally, an important objective in every literature class is to encourage the students to
discover the subtlety and multiplicity of ideas and meanings of the literary texts. The teacher
should attempt to involve the students in the relevant communication concerning the significant
issues of the text. That is why upon reading the article, I’ve realized that the teacher's role in a
novel class is a facilitator who guides the students as they draw inferences and form critical views
and approaches; specially on the fundamental topic which is taught through literature, and that is
culture. Of course just like the Japanese students of Terinashi, my students also do not have all the
opportunity to visit the foreign country whose language is being learned and its culture. So,
incidental routes are necessary to understand it; thereby, also taking note of the linguistic and
technical aspects of literary texts.

PHILIPPINE NORMAL UNIVERSITY MINDANAO


The Country’s National Center for Teacher Education by Virtue of R.A. 9647
References

Hajizadeh, R. (2011). TEACHING NOVELS TO IMPROVE EFL SKILLS: USEFUL TIPS.


International Journal of Arts & Sciences. Islamic Azad University, Firoozabad Branch:
Iran. CD-ROM. ISSN: 1944-6934 :: 4(18):275–283 (2011)

Lazar, G. 1990. Using novels in the language learning classroom. ELT Journal 44(3): 204–214.

Teranishi, M. (2008) P olyphony in Fiction: A Stylistic Analysis of Middlemarch, Nostromo, and


Herzog. Oxford: Peter Lang.

PHILIPPINE NORMAL UNIVERSITY MINDANAO


The Country’s National Center for Teacher Education by Virtue of R.A. 9647

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