Running Head: THE ROLE OF LITERARY TEXTS IN ENGLISH LANGUAGE

CLASSROOMS

The Role of English Literary Texts in Language Classrooms

Student`s Name

Institution Affiliation

Date
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Table of Contents
1.0 ABSTRACT .............................................................................................................................. 3
2.0 Introduction ............................................................................................................................... 4
2.0 Literature review ....................................................................................................................... 4
2.1 A brief history of teaching literature ..................................................................................... 4
2.2 Literary texts ......................................................................................................................... 5
2.3 The approaches in teaching English literary texts ................................................................. 6
Literary fiction ......................................................................................................................... 7
Genre fiction ............................................................................................................................ 7
Maley’s Critical Literary Approach and the Stylistic Approach .......... Error! Bookmark not
defined.
Three Models of Carter and Long ........................................................................................... 8
Savvidou’s (2004) Integrated Approach.................................................................................. 8
Divsar and Tahriri (2009) Integrated Approach ...................................................................... 8
3.0 Discussion ................................................................................................................................. 9
3.1 The benefits of using literary texts in teaching the English Language in EFL classrooms .. 9
3.2 Helps learners in improving their language awareness and acquisition................................ 9
3.2.1 Use of literary texts to help learners listen ..................................................................... 9
3.2.2 How the use of literary texts helps EFL learners learn to speak .................................. 10
3.2.3 How literary texts help learners attain reading skills ................................................... 10
3.2.4 How literary texts help learners attain writing skills .................................................... 11
3.4.4 Using poetry for English language learning ................................................................. 11
3.3 Literary text devices and significance in teaching English in EFL classroom.................... 12
3.3.1 Allegory ........................................................................................................................ 12
3.3.2 Alliteration .................................................................................................................... 13
3.3.3 Allusion ........................................................................................................................ 13
3.3.4 Anachronism ................................................................................................................. 13
3.3.5 Anaphora ...................................................................................................................... 14
3.3.6 Anastrophe .................................................................................................................... 14
3.3.7 Anthropomorphism ....................................................................................................... 15
3.3.9 Flashbacks .................................................................................................................... 15
3.3.10 Juxtaposition ............................................................................................................... 16
3.3.11 Metaphor ..................................................................................................................... 16
4.0 Conclusion .............................................................................................................................. 17
5.0 References ............................................................................................................................... 18
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1.0 ABSTRACT

Literary texts are used within the English classroom to offer learners with the prerequisite

space for the learners to justify, comment, and mirror themselves. The use of literary texts plays

an integral role in coaching foreign learners the English language. It helps enhance the learner’s

communication competence, their motivation as well as raising their cultural awareness.

Previous research undertaken on the subject has indicated the potential benefits of using literary

texts within the EFL classrooms since it helps boost the learner's language skills, the extension of

their linguistic knowledge, and the promotion of authentic materials. The present research paper

discusses the relevance of including English literature as a language teaching tool in the EFL

university classroom. More specifically, the research article examines the reason behind the

incorporation of literary texts in the Foreign English classroom. Besides, the paper also explains

how literary texts are used in the enhancement of language skills. The article also focuses on

showing how research enriches the learning experience of EFL learners.

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2.0 Introduction

Every teacher requires due diligence and advanced teaching techniques to meet the

objectives set to be achieved by the students at the end of the course. A teacher is supposed to

use excellent teaching skills and tools in the performance of this vital activity of teaching to

remain relevant and drive points home (Tasneen 2010). There are different teaching tools used

by teachers in teaching various classes based on the type of course undertaken by the students.

Some courses need practical demonstrations; others may require experimental performance,

research work, attachment involvement, field visits, among many other teaching tools based on

the area of the course.

Literature, as a course, is no different. As a body of artistic writing, it requires tools to

ensure it is well taught in class. In English classes, the books should be in line with writers'

interests and ideas about a particular subject in question. The literature texts as a teaching tool in

the English classroom play a vital role in ensuring the language is well learned and absorbed by

students. In the course of learning English using the literary texts, there are many benefits

derived from the process, which assures the students' diverse growth in different dimensions and

fields (Van 2009). The present research paper discusses the relevance of including English

Literary texts as a language teaching tool in the EFL university classroom.

2.0 Literature review

2.1 A brief history of teaching literature

Hall (2005) indicates that the University College of London was the first institution of

higher learning to introduce a department of English literature in the year 1828. Other

departments were also founded in 1849 and 1878 by Oxford and Cambridge universities,

respectively. In the twentieth century, literary devices have played an enormous purpose in the
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study of language. In the early century, it was an aesthetic tool used applied by the few. With its

popularity, it then became a literacy tool for many. Besides, it was also used as a vocational and

moral uplift and for ideational content in much of the 1950s.

The 1960s and 80s saw virtually no substantial research undertaken on the effectiveness

of literature. This occurred since the Functional-Notional method did not make the use of literary

devices because of its lack. At the same time, other structural approaches downgraded the use of

literature (Llach 2007. Other scholars such as Topping (1968) wanted to exclude the use of

research as it failed to enhance linguistic proficiency amongst Foreign English learners. The

beginning of the twentieth century had seen an excellent relationship between language and

literature. Scholars in the 1980s, however, decided to focus on teaching English language skills

through literary texts that would assist the learners in negotiating, interacting, expressing while

also providing personal interpretations. Literature was reintroduced with the introduction of

communicative language teaching approach since literary texts offer learners with cultural, real,

and pleasurable materials to use.

2.2 Literary texts

Literary texts are imaginative texts which are constructed, such as to reflect the

experiences of humans to entertain and arouse the emotions, thoughts, and feelings of readers.

According to Sugianto et al. (2016), there are three types of literary texts, which include poetry,

narratives, and drama. Narratives are texts which tell stories of written and spoken language.

Myths, legends, folklore, fables, science fiction, novels, and short stories are some kind of

narrative texts. Depending on their genres, the books can have detailed purposes. For instance,

myths are used to explain the natural phenomena in which legends pass cultural beliefs or

traditions. Narrative texts provide lessons while also engaging readers and their feelings in the
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story. Also, narrative texts assume a generic structure that has a beginning, middle, and end. The

beginning introduces the story`s setting and the characters. The middle section of the narrative

causes a chain of events that will influence the happenings in the story. As for the ending section,

a resolution is explained in which the characters find closure to problems explained.

Poetic texts are the second type of literary texts. Poetry uses the English language for its

aesthetic qualities. Poets write poems to express life`s impressions and feelings towards people,

events, and experiences (Sugianto et al. 2016). The poet will create the poem by beautifully and

rhythmically arranging words in such a way that images are drawn on the reader's or listener's

minds. Through these poems evoke sensual and emotional responses. Poetry makes uses of

devices such as rhythm, assonance, and alliteration.

Dramatic texts are the third kind of literary texts. It is a written or spoken language piece

which is constructed to be played in a theatrical performance of a stage. It makes use of visual

elements such as body language, facial expressions, sets, and costumes. A dramatic text assumes

a generic structure similar to narratives but might also be in the form of a script where various

characters dialogue (Tomlinson 2010). The dialogue is played out as a theoretical performance

with scripted action that is set in scenes and acts. Within the drama of the narratives, poems,

dialogue, epilogue, and monologue can be used within the dialogues.

2.3 The approaches in teaching English literary texts

Literature represents the cultural or traditional expression of a person in society. The

definition of research is evolving and changing with time due to approaches by different persons.

Many may think that literature is just writing or putting words down on paper. Contrary to this

misconception, literature entails artistic work in delivering information to society. The artwork is
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found in poetry, prose, or drama. In the process of defining essay, some definitions have come up

dividing it into two parts which are;

i. Literary fiction literature

ii. Genre fiction literature

Literary fiction

Literary fiction is detailed and involves the author fully in establishing the theme using

the characters. The author uses symbols and many other devices in bringing out the ideas

common to real human life. He has to act as the protagonist and get into his shoes to portray the

intended theme effectively (Gelder, K., 2004).

Genre fiction

In this literature, there is no much character development. Genre fiction includes mystery,

science fiction, romance, thriller, and horror. Literary fiction is mostly read for entertainment

escapism and a plot.

Works of literature involve the authors writing about ancient civilizations and poetry,

giving a close concentration on global societies. Writing can change from one generation to the

other due to changes in times and social practices. For instance, Herman Melville’s 1851 novel

“Moby Dick” was disqualified by reviewers but was initially considered as one of the best at its

time (Melville, H.,2012).

There are various approaches used to teach literature in EFL classrooms. According to

Duppenthaler (1987), the teaching activity should ensure there is increased the motivation of

students in participation of the learning process, and enhance interaction between the learners.

Teachers must know various approaches and techniques to ensure success in teaching literature.
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(Whitehead, 1968). Among many, below are the most commonly used approaches in teaching

literary texts as discussed;

Three Models of Carter and Long

Carter and Long (1991) suggested three models of teaching literature that include the

cultural model, the language model and the personal growth model. The cultural model targets to

provide information regarding authors, history, and cultural trends. The language model on the

other hand, targets on the growth of the skills of writing, listening, speaking, and reading

(Tayebipour 2009). Personal growth approach aims at motivating the students to growth and

development of their creativity, imagination, and critical thinking on the individual level.

The Integrated Approach by Savvidou

Savvidou (2004), illustrates a six-stage model can be applied to teach texts in EFL

classrooms;

 First stage: Instilling students with the literary knowledge of the content and the

theme of the book.

 Second stage: Students familiarize themselves with the text through reading and

listening in class.

 Third stage: Engaging the students with their responses to literature by speaking

or writing.

 Forth stage: Intensive reading helps boost student`s comprehension

 Fifth stage: Learners are motivated to do further exploration of the literary texts.

 Sixth stage: This takes the learner o individually understand the text on

analyzing the literary devices.

Integrated Approach by Divsar and Tahriri

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There are three models of teaching literature, as argued by Divsar and Tahriri (2009).

They focused on three considerations i.e., linguistics, cultural and communication considerations

in suggesting the following phases of teaching writing;

1. The Preliminary Phase:

2. The content and cultural Phase:

3. The synthesis phase

Writers use literary texts as a tool to captivate the mind of the reader professionally. On

the same, the reader can receive the information meant by the writer and understand the writing

to a deeper extent. Mostly, the literature devices enhance clarity and enable emphasis in the

literature. When students are taken through the books with different literary texts, their mind

connects deeply with the writers' writing and characters in the story which leads to the student's

improvement of the understanding and use of English language (Alemi, M., 2011).

3.0 Discussion

3.1 The benefits of using literature in teaching the English Language in EFL classrooms

The use of literary texts has been encouraged and recommended because of the

advantages it possesses in assisting foreign language students learn English language skills

(Sugianto et al. 2016). It also helps them in improving their language acquisition and awareness.

Furthermore, many scholars have recommended the application of literature as a vehicle to

motivate learners to learn English.

3.2 Helps learners in improving their language awareness and acquisition

3.2.1 Use of literary texts to help learners listen

The use of literary texts enhances listening as it offers a perfect setting in which learners

can familiarize themselves with the different varieties of voice qualities and dialects. Literary
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texts give learners with listening opportunities where they can become engaged emotionally and

intellectually. According to Jacob (1990), In an EFL classroom, reading out texts to learners

assists and stimulates them to create visual images in their minds. Using literary texts helps the

students to develop some awareness regarding the language sound and the rhythm`s beauty. It

helps the students visualize moods, settings, characters, and situations as they listen. Students

listening to read-aloud guides can assist the students in incorporating a heightened involvement

with the literary texts.

3.2.2 How the use of literary texts helps EFL learners learn to speak

According to Khamkhein (2010), speaking is a language skill in which individuals

actively produce and use spoken words which are used during communication. In second

language learning, speaking is a crucial skill in the mastery of the language. In an English

literature class, activities such as question and answer debates, as well as role-play, help the

students nurture their speaking skills. Such events also help bring inclusivity in the classroom as

learners get motivated to part of the classroom proceedings that include sharing ideas, questions,

and presentations (Khamkhein 2010). Since literary texts depend on the language in the creation

of a certain effect, the use of literary texts assists learners to attain particular communication

goals.

3.2.3 How literary texts help learners attain reading skills

A wide range of studies has shown how literary texts helps in promoting reading

achievement and development (Widdowson 1979). He indicates that literature helps nurture

reading skills. The students will read literary texts which will assist them in appreciating and

understanding the various multiple levels that include metaphors, phonological patterns, and

multiple meaning.
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3.2.4 How literary texts help learners attain writing skills

Literary texts offer students a huge inspiration to write, as many would like to model their

writing according to such written works. Literature readers acquire the motivation to imitate the

original written content as well as its contents, styles, and themes. Besides, learners also get a

chance to review innovative thinking as they interpret and analyze the texts (Stern 2001). Other

classroom activities such as exercises and discussion questions also motivate the learners to

analyze, criticize, and explain the literary works. The learners will acquire individual styles,

themes, organizations, and contents that will assist them in generating original thinking.

Literary texts are also filled with idiomatic expressions, beautiful sentences, figurative

language, proverbs, and vocabulary (Tomlinson, 2010). Besides, readers of literary texts also

gripping grammatical structures, writing styles, and a range of vocabulary that is interwoven.

Learners also acquire the motivation to criticize, explore, and ask a question regarding the

literary texts.

How dramatic literary texts assist English language learners

Learners who view dramatic literary texts become active participants who experience

some similarity in the use of language. Dramatic texts help learners in nurture speaking skills

since real-life dialogue can get recreated (Widdeowgon 1979). Communication skills are utilized

in the texts. Learners can use dramatic texts to comprehend their lives through an analysis of

specific situations and a deeper linguistics world. Drama assists in language development,

enhancement of listening skills, and creative thinking.

3.4.4 Using poetry for English language learning

Language learners can make use of poetry as a useful resource. According to

Bagherkazemi and Alemi (2010), poetry`s main objective is finding a means of involving the
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language skills of learners creatively and actively. Poetry engages the readers in generating

coherent discourse meanings and the interpretation of texts. Also, poetry also offers the value of

understanding other cultures. Bagherkazemi and Alemi (2010) highlighted poetry`s five benefits,

which include education and learning, linguistics, emotional, esthetic, and cultural.

Literary texts used in the English language can also enhance the learner’s cultural

awareness as the students will have an opportunity to understand and develop insights regarding

the culture of individuals across the world. The students get to develop their visualization and

imagery abilities while also acquiring new perspectives regarding the ideas found in literary

devices. The learners also learn the target language more wholly other than the memorization of

rules and words. Besides, the students learn different cultural values, which helps them develop

cultural understanding and communication.

3.3 Literary text devices and significance in teaching English in EFL classroom

The student needs to identify where different literature tools have been used by the writer

and with what motive they were used. For instance, when a symbol is used in a literature text, the

student learns and understands the view of the author about a specific character or occurrence in

the story. As the students learn English, through the use of literature with literary tools, learning

becomes exciting and enjoyable, making the text clear to the students (Kashavarzi 2012). Below

are different literary devices used in literature and their relevance in teaching English in EFL

University classroom.

3.3.1 Allegory

This literary device is used as symbolic representations of characters and events in

conveying specific ideas. The parable is a historical story used to send a message to the reader

about a real-life situation. When they are used in English classrooms, the students can have a
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better way of obtaining good moral character as meant by the writer (Bloomfield, M. W., 1972).

There are short stories with animal characters e.g., Hare, Tortoise, Lion, Hyena, and Elephant.

The writer uses these short stories for readers to have an exposure of morality in society. When

allegories are used, English learners are equipped with excellent morals in the course of learning.

3.3.2 Alliteration

Alliteration is a chain of words with similar soundings of the constant therein. The

starting constant sound of the phrase is comparative to each other. Writers use this tool in

literature to captivate the mind of the reader (Blake, N. F.,1969). When a writer gives a title like

Sense and Sensibility, he can draw the attention of the reader and makes him or her want to

know more about the story. In poetry, alliteration is commonly used and plays a significant role

in sharpening the English learners based on understanding and creating interest to the student

(Austen, J.,2004).

3.3.3 Allusion

An allusion is an indirect phrase or figure of speech used to refer to a specific person or

event which is outside the text in question. For instance, a writer may apply to a person as acting

smart like Einstein. This is an allusion to the famous real-life person called Albert Einstein, who

was well known as a theoretical physicist (Connolly, J. W., 1982). In English classes, references

help the students understand more about the world outside the context. By wanting to know why

the writer referred to an event, situation, or character outside the story, the student research and

get a better view of the real-life historical field.

3.3.4 Anachronism

This is when an author uses a thing that belongs to a period in which it did not exist. The

word used by the writer is obviously out of time; it existed, but the reader adapts the critical
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information in the process of internalizing the anachronism. A character may also be appearing

in a different time than the actual period of existence or a technology indicated in a time different

from when it emerged (De Grazia, M.2010). The role of anachronism in English classrooms is

to draw the attention of the learners to the historical existence of certain events, people, or things.

It educates the English learner about the history of individual life in society. For instance,

Shakespeare uses anachronism when he uses a dollar as the currency in Macbeth (Shakespeare,

W. 2001).

3.3.5 Anaphora

Throughout a piece of writing, a particular phrase or word may be appearing severally in

sentences. This is called anaphora. It technically hits the mind of the reader by provoking it due

to the repetitive art (Keshavarzi 2012). In the process of reading the repeated phrase or word, the

reader thinks about it and internalizes it, creating a better understanding of the reason behind it.

In English classrooms, authors use anaphora in poetry and speeches to captivate the mind of the

reader and emphasize on a point to him or her about a specific occurrence or character. With the

use of this tool in the English class, the learners better understand the intention of the author in a

particular context. For example, Martin Luther King's 1963 speech was full of the repeated

phrase "I have a Dream…" at the beginning of every sentence to emphasize what he dreamt

about (King 1999).

3.3.6 Anastrophe

Anastrophe comes ion when the writer reverses the correct standard format of arranging

words in a sentence. A sentence is organized in the verb, subject, and then adjective form. But

the writer, through the use of anastrophe, may alter this arrangement to an adjective, verb-subject

format. For instance, a sentence like, "Are you ready?" It may be written as "Ready, are you?"
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The tool is used to create interest to the reader and add flavor to the English language by

adjusting the commonly known formats of sentences to the learners. In English classrooms, the

students are attracted to the tool which interests them while reading.

3.3.7 Anthropomorphism

This is applied when something non-human is made by the author to behave like a human

irrespective of it, not possessing human nature. Animals, places, or objects may be made by the

author to take the behavior of a human in terms of response to situations and involvement in

human activities. For instance, in children's cartoons, Mickey Mouse can sing, dance, take a

shower, cook, ride a bicycle, and go shopping just like a human being. A real mouse cannot

perform these duties (Crafton, D., 2012). Through the use of anthropomorphism, the author

quickly draws the attention of the audience and drives his meant theme to them with ease. In

English learning, students interested in cartoons are easily reached and addressed to using

anthropomorphism, where the author drives his point home concerning the aim of the story.

3.3.8 Chiasmus

This is a figure of speech used in literature where a reversed sentence or phrase follows

the sentence or phrase in terms of order and arrangement of words (Tasnen 2010). The use of

chiasmus in English classrooms enables the students to get the emphasis set by the writer

concerning a particular character, theme, or situation in the story. This tool allows for the English

learner to pay keen interest in the writing as meant by the author. For instance, "Ask not what

your country can do for you, ask what you can do for your country." By John F. Kennedy

(Kennedy, J. F., & Sorensen, T. C., 2007). It is so exciting and draws the attention of the reader,

keeping him or her thinking about what the author means.

3.3.9 Flashbacks
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The use of flashbacks is also a fascinating tool in teaching English. Flashbacks are the

events or activities that happened in the past as compared to the time of narration or the current

time in the context. Authors use flashbacks to shed light on the reader concerning past events or

occurrences. The reader can obtain a historical background about a particular event, character, or

situation, which helps him or her understand why the circumstances stand as they are currently in

the story. The English learners are well exposed to the history of the plots in the story through

the use of flashbacks. For example, in Gone Girl, the flashback is well applied, where every

chapter is connected to the previous one (VanLeuvan, E.,2016).

3.3.10 Juxtaposition

This is the art used by the author comparing two objects, activities, or persons that are

incredibly different from each other. The two are usually not possessing any similarity at any

angle or level. This tool is used in literature to help in giving the reader a clearer picture of a

particular character in the story in comparison to another who is different from the one in

question. An excellent example of the use of juxtaposition is in the opening format of A Tale of

Two Cities. In the opening clause, the author Charles Dickens uses Juxtaposition in contrasting

the existence of two different eras. This brings the attention of the reader to read about the

various cities and get the outcome experienced by the two (Charles, D. 2017). In English

learning, students can easily relate two different existing situations or characters where

juxtaposition is applied and quickly get the theme of the author.

3.3.11 Metaphor

This is when the author compares one thing to another with the two sharing an item in

stock but are different in other aspects. In this tool of literature, the author uses two objects,

events, situations, or persons, and compares them. For example, in Romeo and Juliet, Romeo
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compares Juliet to the sun. These are two different objects but share a typical character of beauty

(Hamilton 2000). When metaphors are used in the EFL University classrooms, excellent

expression skills are instilled in the learners, which enables them to advance in the language.

4.0 Conclusion

The paper discusses how literary texts are used in EFL classroom. It also discusses the

benefits of literature in developing the student`s language skills. The paper has shown how

literary texts can be used to design motivating and stimulating learning. In summary, the use of

literary texts in the EFL classroom will (1) assist learners in making use of English for

communicative purposes; (2) stimulate the involvement of students emotionally and

aesthetically; (3) assist learners to authentic use of language; (4) assist them in genuine input

attention, and (5) assist learners become culturally aware. EFL students will get a chance to

practice their critical thinking skills as well.

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