Lecture 2

WHY LITERATURE?
“...literature, which speaks to the heart as

much as to the mind, provides material with
some emotional colour that can make fuller
contact with the learner´s own life, and can
thus counterbalance the more fragmented
effect of many collections of texts used in
the classroom“ (Collie, Slater, 1996, p.2).
Literature is a very rich source of genuine
subject matter. It is good to expose the
students to this authentic original language
usage in the class because the language
proficiency and skills they acquire can be
used outside the class.
Literature encourages communication. Literary
texts are often used for critical discussion as they
are rich in meaning.
Literature also expands language awareness.

Making students examine sophisticated or non-
standard examples of language will also make
them more aware of the rules of language use.
Literature is appealing to many cultures and it is
seen to be highly regarded in many communities.
Students may feel proud of their achievements in
understanding their readings and applying critical
thinking skills.
Povey (1967) states that “literature will increase all

language skills because literature will extend
linguistic knowledge by giving evidence of
extensive and subtle vocabulary usage, a complex
and exact syntax” (p.40).
Literature also develops “a sharper
awareness of the communicative resources
of the language being learned”
(Widdowson, 1975, p.80).
 Literature promotes learner-centred

activities which are useful in their own right
(Brumfit & Carter, 1986).
OTHER REASONS FOR USING LITERATURE
Valuable Authentic Material

Literature is authentic material. Most works
of literature are not created for the primary
purpose of teaching a language.
. Cultural Enrichment
Literary works, such as novels, plays, short
stories, etc. facilitate understanding how
communication takes place in a country.
Language Enrichment
Students become more productive and
adventurous when they begin to perceive the
richness and diversity of the language they are
trying to learn and begin to make use of some of that
potential themselves. Thus, they improve their
communicative and cultural competence in the
authentic richness, naturalness of the authentic
texts.
Personal Involvement
Literature can be useful in the language
learning process owing to the personal
involvement it fosters in the reader. Once the
student reads a literary text, he begins to
inhabit the text. He is drawn into the text,
feels close to certain characters and shares
their emotional responses.
UNIT 2
APPROACHES TO USING
LITERATURE WITH LANGUAGE
LEARNERS
A language based approach
Literature as content
Literature for personal enrichment
A LANGUAGE BASED APPROACH IN USING
LITERATURE WITH LANGUAGE LEARNERS
A language-based approach is quite a broad

approach which covers a range of different
goals and procedures.
It helps the students in achieving their main
aim which is to improve their knowledge
of, and proficiency in, English.
LBA approach allows students to go one
step further in analyzing its content which
includes manipulation, transformation,
experimentation and dissection.
The language-based approach not only
softens the sudden exposure to marked
texts, but also extends the students word
repertory, as well as reading and writing
skill, seem to be the most appropriate.”
LBA is learner-centred, activity based and
leads to productive use of the language.
In LBA activities can focus on reading,
writing, listening, speaking, and vocabulary
and grammar. The activities focus on areas
such as, general understanding, theme,
setting, characterization, language, and
point of view.
Framework for designing the activities. (McRae,1991)
Lexis Choice of words in the text and their

meaning potential
Syntax Word order - the way words are organized
Cohesion System of links throughout the text:
temporal, verbal, pronominal
Phonology Sounds of and within the text
Graphology The form, the shape and the script in
the text
Semantics The study of the meaning

and how the meaning is achieved through
negotiation of textual and contextual
elements
Dialect Variation in language
Register Degree of formality associated
to who is speaking to whom
Period When the text was written, for

whom, tone, style used
Function How the text affects the reader,
how it works, the message and the author’s
intentions
The features of the above framework are

used to analyse the literary text. This means
that the teacher carries out the activity that
directs the students’ attention to these
features separately or in combination so that
the students may discover how language of
the text is interrelated and the meaning that
it tries to disclose.
Any text can be made activity-based to
focus on reading, writing, listening,
speaking, and vocabulary and grammar.
The activities focus on areas such as,
general understanding, theme, setting,
characterization, language, and point of
view.
Examples of activities that can be used through a LBA
Reading Activities
Activity 1 Pre-Reading
Guessing with Six Words/Phrases
Teacher pairs the students up by naming
who is A and who is B.
Each pair will consist of A and B.
Teacher chooses 6 sentences/phrases that
are related to the text, which will help
students to guess the storyline.
Teacher asks A’s to open their eyes and B’s
to close their eyes.
Teacher shows 3 sentences/phrases to all
the A’s and ask them to remember their
words.
The same is repeated for B’s.
Now each pair has seen six
sentences/phrases in total.
Each person tells his/her sentences/phrases
to his/her partner.
Pairs make up a story with those 6
sentences/phrases and tell the story to the
class.
Then, the text is read by everyone and is
compared with their stories.
The rationale for this activity
The rationale for this activity is to challenge

the students’ memory power and make
them think critically. This activity is fun
and exciting because students have to close
their eyes.
Activity 2
While Reading
In groups of two, or individually, students
read the summary of ta story and answer the
questions given in tasks
Task 1
Give another title for this story.
Why was Mrs. Loisel unhappy?
Whom was the necklace borrowed from?
What happened to the necklace?
Task 2
Is the story meaningful to you in a personal way?
In what way has the character of Mr Y changed
from the beginning to the end of the story?
Explain why the changes took place.
What comments or generalization does this story
make on the way “materialism influences human
behaviour and attitude"? Give evidence from the
story to support your answer.
Put yourself in Mrs. X shoes, will you do the same
thing?
Activity 3
Post Reading
Comics
Make a comic strip out of the extract given
from the story. In your own words, write a
dialogue between Mr. Y and Mrs. X.
Activity 4 Post-Reading
Analysing Character
Read the excerpt taken from the story and
answer the questions about a character in
the story.
Who is the character?
Describe the character’s feelings.
What situation is he in?
What event leads to this present situation?
Writing Activities
Activity 1
Supposing that
Let’s say that you are poor and are invited
to a party. You borrowed a diamond
necklace from your rich friend, however
when you arrived home at midnight after
the party, you found that you had lost the
diamond necklace. What will you do? Write
down your options below.
Vocabulary/Grammar Activities
Activity 1
In the extract from the story given below,
fill in the blanks with 5 nouns in blue ink
and 5 adjectives in green ink. Students can
refer to the book/story to find the answers.
She looked at him with an irritated glance
and said impatiently, “And what do you
wish me to put on my back?”
He had not thought of that. He stammered.
“Why, the gown you go to the theatre in. It
looks very well to me.”
He stopped, distracted, seeing that his
…………. was weeping. Two …………
tears ran
Activity 2
Identify the Adjectives that can be found in the
sentences given.
1. Her heart throbbed with an immoderate desire.

2. Mrs. Loisel looked old now.
3. She was one of those pretty and charming
young girls.
4. One evening her husband came home with a
triumphant air and holding a large envelope in his
hand.
Example of activities that can used though LBA
Speaking activities
The book talk or Story talk
Book talk should take place informally on a
regular basis in the classroom. Teachers should
introduce book talks with his or her own
demonstrations from the different genres. The
book talk may consist of:
1. Retelling of some of the main events in
the story, being sure not to include the
ending.
2. An account of the students' favourite part of
the book
3. An account of the students' favourite
character in the book, reasons for choosing that
character.
4. How the book may have changed the
students’ thinking of life. Here students can talk
about the connection between events, characters
and ideas in the text and their own lives.
Rationale for using book talk or story talk
The rationale for book/story talk is that it

gives students the opportunity to analyze
what the story is all about and the
characters that are involved. It also
enhances the students’ speaking skill as it
allows them to express and discuss personal
reactions after reading the text.
Retelling of the story
First Part
........................................................................................................
..........................
Second Part
........................................................................................................
..........................
Third Part
........................................................................................................
..........................
........................................................................................................
........................
Write down your favourite part of the book.
........................................................................
........................................................................
........................................................................
............................................
Who is your favourite character in the
book?
........................................................................
........................................................................
.....................................................................
Listening Activities
Activity 1
Listen and Rearrange
List events that occurred in the story. Put
them in the correct order in the spaces
provided after listening to the recorded
summary.
The rationale of the activity
The rationale of this activity is to check the

students’ comprehension of the main details
of the story and also to develop their
listening skill.

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WHY LITERATURE?

“...literature, which speaks to the heart as

Literature also expands language awareness.

Povey (1967) states that “literature will increase all

 Literature promotes learner-centred

Valuable Authentic Material

A language-based approach is quite a broad

Lexis Choice of words in the text and their

Semantics The study of the meaning

Period When the text was written, for

The features of the above framework are

The rationale for this activity is to challenge

1. Her heart throbbed with an immoderate desire.

The rationale for book/story talk is that it

The rationale of this activity is to check the

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