Role Of Literature In Literature
“Great literature is simply language charged with meaning to the utmost possible degree”
(Ezra pound).
The stories, poems, novels, plays, drama, essays etc., provide the widest possible contextual frame for language learning. They cover both cognitive and affective domains.
Language - can be defined as a ‘signalling system’ involving numerous structures, it is the tool for communication”. But literature is writing which have withstood test of time, because of its inherent artistry. It appears in the form of fiction, poetry, prose, play, drama, novel etc., as mentioned earlier.
So what is the difference between language and literature?
Language is indispensable for life, but literature is not so. Language is independent of literature, whereas
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Perhaps it is not necessary that in the lower levels of teaching English as a second language, literary forms, poetry, novels and drama need be given a place.
But pre degree and undergraduate levels students should be encouraged to read literature.
A meaningful programme of English literature should consist of not only literary selection, but also literary forms such as poetry the novel and the drama.
The teacher of language will easily be able to exploit the following for generating discussions, debates and written reflection in the class : (a) story and plot, (b) narrative, (c) form, (d) characters,
(e) Tone, (f) theme, vision of life, implied value frame works etc.
Note: For this to succeed, it is vital that the teacher is a pluralist when it comes to the interpretation of literacy texts. The conventional explicatory paradigm still prevalent in the vast majority of our educational institutions is more a hindrance than an asset when it comes to effective language teaching through
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Arouse interest in the text through effective pre-reading discussions. This could take the form of questions about the broad thematic area, parallel situations in the life - world of the students, ethical issues etc.
3. Arouse curiosity by providing, ‘teaser previews’, inviting predictions etc., before actually engaging with the text.
For example, 1st line of Kafka’s story ‘metamorphosis’. “Gregor Samsa woke up one morning after a night if troubled dreams and found himself transformed into a gigantic beetle”. Ask your students how they would continue the story. Then give the story.
4. With poetry encourage reading aloud. It is very good for practicing word stress, sentence, rhythm and intonation.
5. Post reading tasks could include role-plays, re-writing the story from another point of view, transposition of story to another cultural context etc. With drama always have texts acted out. Help students achieve the appropriate speech, rhythms, intonation and modulation.
6. Get students to savour the linguistic creativity of the texts they read. Do pre-reading close tasks with key lines selected from the text, getting students to fill in words they think suitable in blanks created by leaving out the original words and then showing them the original. This can help them improve their writing skills
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