The roles of English Literature in the language curriculum at schools are inevitably vital to the students. Most of the teachers are well aware of the importance of the Literature teaching to the students due to its help in broadening the students’ perspective about the beautiful content of English as a language and as a learning subject. Based on the study, it was found that teacher’s guidance inside and outside classrooms is very important to attract the students’ attention and interest to learn the subject. Learning Literature is in fact encourages students to read more and by doing so they will unconsciously increase their vocabulary. By improving on vocabulary, the students can write better and in a more correct way.
Reading has become a primary vehicle for target language input (Han & Anderson, 2009). The reading-based materials such as literary pieces and other prints that captivate students’ interests are engaging students in authentic activities. Prints help students reread and refer back to solve their problems (Dubbin and Bycina, 1991). There are several advantages using this type of materials to learn various language skills for it provides students with content that can make the lesson fun. It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories.
Students can use the language to fulfil a real purpose, which can make students both more independent and confident. • Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. • CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. • Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other
First of all, teaching to develop student’s receptive skills listening and reading is necessary. Developing student’s listening skill is important because in the real world, the students are going to be exposed to a lot of different accents, and they will need to be prepared, that is the reason why students need to practice and develop their listening skill by listening to a variety of accents and intonations rather than just the voice of their teacher. Developing reading is also important because the students will have the necessity to read texts in English either for their careers, for study purpose or simply for pleasure. Practicing and developing student’s reading skill in the classroom is an excellent way to provide them with good models
To understand a text a reader should not only possess linguistic knowledge but also general knowledge of the world and the knowledge activated during reading. Therefore, students’ background knowledge should be activated before reading the text. Understanding the text depends on the schema of the reader while reading. According to An (2013), schema theory guides readers as they make sense of new experiences, enable them to make a prediction about what they might expect to experience in a given context. Reading comprehension schema is often used to assist second language learning.
vocabulary, grammar and pronunciation) is very popular within the field of foreign language learning and teaching nowadays”.Literature helps promoting learners’ essential language learning opportunities, and expanding their language awareness. As well, it supports stimulating their personal intellectual growth through perceiving and appreciating the rich literary world around them. In the following, different benefits of literature will be discussed. In this context, there are many good reasons in learningand teaching literature in second / foreign language classrooms. According to many scholars, such as Arthur (1968) who mentioned three ways:The first one is the large repertoire of vocabulary that is used in literature.
But, the main question need to be addressed is: are students who are Joining Universities from high schools are able to communicate orally in English as a foreign language classroom and out of classroom context? Literature Review Since English has overriding contributions in Ethiopia as well as in the world society as aforementioned, learners are expected to be proficient in speaking skills, and they are expected to have good command of it for real life situations. In this regard, Ur. (1996) Cited in Nguyen H. and Tran Ngoc, (2015) explains Speaking as the most important skills of all the skills (speaking, listening, reading and writing) because people who know a language are usually referred to as speakers of
The usage of materials is one of the most important basements of teaching and learning processes. Because provide the learners with the resources that help them to communicate in different social environments and encourage students to use the language learnt in real contexts. In addition, visual aids supportive SLG teaching materials, and those aids are necessary for teachers and students; given the fact that SLG is a visual language and the rehearsal of the language through videos and images help the students to remember the signs better. In the SLG course, there is a book that the teacher uses to teach the signs. The book is named “Lenguaje de señas colombiana” by FENASCOL.
Furthermore, the use of literature as a technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar, and pronunciation) are popular within the field of foreign language learning and teaching nowadays. Lazar, (1993: 19) states “Literature may have a wider educational function in the classroom in that it can help to stimulate the imagination of our students, to develop their critical abilities and to increase their emotional awareness. If we ask our students to respond personally to the texts we give them, they will become increasingly confident about expressing their own ideas and emotions
Basic language refers to the knowledge of the students to read and write. This skill is needed to develop first before they can perform higher language function. Reading stories and doing writing exercises can improve students’ communication skills. Furthermore, it highlights the functionality of learning language. This includes the ability to tell story through written form which entails the proper structure and syntax.