Why Should Literature Be Used in the Language Classroom？

【Abstract】The purpose of this essay is to examine the reasons why literature should be used in the language classroom. It provides a rationale for using literary texts in language classroom. In order to illustrate the rationale， an activity which can be applied to language classroom is devised. It shows us how it works to use literary texts with English language learners.

【Key words】literary texts； cultural enrichment； language enrichment； personal involvement

【作者簡(jiǎn)介】張潔，深圳職業(yè)技術(shù)學(xué)院。

I. Introduction

As we know， the goal of language teaching is to improve learners communicative competence. This seems to tell that teachers should teach learners standard language. While language in literature is not always the same as the language we actually use in daily life. Literary language may contradict the rules of syntax. Alternatively， they may be ambiguous or sophisticated. Then why is it beneficial to use literature in English language teaching classroom？ The following reasons have been suggested as a rationale for using literary texts in English language classes.

II. Advantages of using literature in the language classroom

2.1 Literature can provide access to the culture of a society in which the target language is spoken.

Language and culture are tightly linked. Culture， being the basis and source of language， essentially exerts significant effects on the latter （Feng X. ， 2014）.

Most language learners cannot go to the foreign country of the target language， as a result， literary works become an indirect way to understand the life in the country of the target language. In a novel or story， the “world” as a background can be experienced by the readers. They can understand peoples lives or the situation of the society in the literary work. Furthermore， readers can also clearly see the characters inner world—their feelings and their thoughts， whether they are happy or depressed， kind-hearted or wicked. Through the imagined world in literature， learners can build up a concept of a remote society.

Carter and Long （1991） also suggest teaching literature in a cultural model. They think that literature， which contains peoples wise thoughts and point of view， is a crystallization of wisdom. It helps learners to understand cultural and ideological differences between foreign culture and their own. The similarities and even differences between cultures and languages can further our understanding of the whole world （Khatib M. ， S. Rezaei & A. Derakhshan， 2011）. For learners who want to go beyond a fairly basic， functional level of language， it is essential that they have a good grasp of the target culture. In order to use a language competently the learners need to know what is appropriate in different contexts. This is “sociolinguistic competence”， which is the ability to know “what is suitable for the social situation， to know when to speak and when to be silent， or what to say in certain circumstances”（Hedge， 2000）. Because literature， especially the novel， is so richly contextualised， it can give us a good idea of how the target language matches the social situation and how it varies according to different social situations.

The cultural content of literature presents many opportunities for learning， but it also creates some dangers. As Spolsky （1989） suggests： “It is important that students learn not only to understand the values of others， but， as well， to summon up their own experiences and values for comparison and， where necessary， to resist the imposition of values. ” In other words， we need to realise that literature presents cultural awareness through the viewpoint of one author and what is written cannot reflect a whole culture accurately. It may even present dangerous stereotypes. Therefore we should encourage learners to compare different viewpoints and to read critically.

2.2 Literature is excellent input for language enrichment.

Literature is an ideal source of input for it is not just a “showcase” for language， but a medium in which the readers are deeply engaged with the meaning and processing of the material at a substantial level. Moreover， because the readers will be absorbed in the world of the story， there will be little anxiety， which is a favorable condition for language learning （Hedge， 2000）.

Since literary texts are essentially authentic， the learners can become familiar with the features of the written language. Thus their writing skills can be improved. That is not to say that literature should be used as a “model”， but discussion of stylistic features can raise learners awareness of effective style. And wide-scale extensive reading of quality literature helps learners acquire effective writing habits.

Using literature can encourage language acquisition Lazar （1993）. Literature provides meaningful context， which is a proper way for students to acquire language skills. Combination of language learning and literature appreciation should be a typical characteristic of English literature teaching in the EFL context. （Xie Guo， 2016）

Carter and Long （1991） raise the argument that some teachers doubt that literature is not valuable enough to improve language skills because to some extent literary language is different from language used in daily life. They think that it is not in accord with the common rules of grammar， syntax or collocation， which can be obviously seen in poetry. Thus some teachers worry that students may be influenced by the “wrong” or deviant use of language in literature. Carter and Long （1991） suggest that one main reason for teaching literature in a language model is to let students know some ingenious and creative use of the language. In terms of language development， they think that teaching literature can help students to work on their own to study a text logically and systematically. The more students read， the better their reading ability will be， and they will be able to understand the more literary texts as they build up their “database” of styles and modes of expression.

2.3 Literature facilitates personal involvement and plays an educative role.

Cater and Longs “personal growth model” points out that “one of the main goals for teachers who are primarily committed to a personal growth model of literature teaching is to try to help students to achieve an engagement with the reading of literature texts.”（Cater and Long， 1991） This is also to help students become interested in and enjoy literature in all their lives. They think that by learning how to appreciate and assess literary texts， learners can have a good understanding of the people and culture in that society. That is， they can achieve the fullest awareness of human experience （Liu Honghui， 2007）. They may realize what the relationship between individuals is like， as well as what the social situation is like.

Lazar （1993） thinks that using literature can educate the whole person. This is the educational function of literature. It can activate learners imagination， improve their critical ability， help them to make judgements and become more sensitive. They will have more confidence in expressing their own ideas on a literary text. Cadorath and Harris （1998） point out that “text itself has no meaning， it only provides direction for the reader to construct meaning from the readers own experience”. Thus， learning is said to take place when readers are able to interpret text and construct meaning on the basis of their own experience （Savvidou， 2004）. Using literary texts is so motivational that learners can give their personal responses after they interpret literary texts. As Short and Candlin （1986） assert， “if literature is worth teaching. . . then it seems axiomatic that it is the response to literature itself which is important”. As a result using literature in class can train students abilities in all aspects.

III. An illustration of how to apply literature to ELT

The activity below aims to enrich students language knowledge and ability.

“The Song of Mulan”， a story about a girl named MuLan who served in the army substituting for her father， is a famous Chinese ancient poem. It is not difficult for intermediate-level Chinese students to understand this English version due to the fact that they are quite familiar with the content of this poem. An activity relating to the vocabulary in this poem can be used in class. The teacher selects beforehand some new words from the poem and gives their definitions. Write down the words and their definitions separately on paper， that is， use a piece of paper for only one word or one definition. After the students finish reading the poem， each of them gets one piece of paper with a word or a definition on it. Then let the students holding the paper with the words read out their words one by one. Their classmates who have the corresponding definition should stand up when he or she hear the word. Thus all of them find their partners. After that each pair of students write down the word and its definition on the blackboard. Eventually the whole class together check whether it is wrong or right. The words and their definitions in this poem can be given as following：

shuttle （in a loom） instrument that pulls the thread of weft between the threads of warp.

ponder think about something carefully and for a long time.

muster come or bring people together for a military parade.

bivouac temporary camp without tents or any other cover.

expedition organized journey with a particular aim.

armour proactive， usually metal， covering for the body， worn when fighting

merit fact， action， quality etc that deserves praise or reward

chamber （formerly） room， especially a bedroom

adorn add beauty or ornament to somebody.

bewilderment state of being confused

fluffy soft， light and airy

It is in the process of such activities students master the vocabulary， grammar and oral capacity unconsciously. Lazar points out that such activities in literature class require students to share their opinions and express their feelings. Since each reader will create his or her own interpretation of the text， there will be a natural “opinion gap” between their views. Undoubtedly the negotiation of meaning involved in expressing individual points of view is helpful to learners acquisition of language.

IV. Conclusion

Using literature in language learning classroom can bring about various benefits. As an excellent input for language enrichment and acquisition， it helps to stimulate learners creativity and language awareness. Language in literary texts， to some extent， is imaginative. It is necessary that learners get to know some of the imaginative use of language. Being acquainted with some of the unusual use of language， students can have a further understanding of the features of the language. It can enrich students cultural knowledge of a society in which the target language is spoken. Besides， literature promotes personal involvement and educates the whole person.

There are various of activities that can be applied when using literature in class. If language teachers can design some practical activities when using literature in class， students will benefit from it unexpectedly.

References：

[1]Cadorath，J.and S.Harris.1998.‘Unplanned Classroom Language and Teacher Training.ELT Journal.52/3：188.

[2]Carter，R.and M.Long.1991.Teaching Literaure.Harlow：Longman.

[3]Feng X.2014.A Study on Culture Teaching Strategies in English Teaching in Vocational College.Northwest University.

[4]Hedge，T.2000.Teaching & Learning in the Language Classroom.Oxford：Oxford University Press.

[5]Khatib，M.，S.Rezaei，& A.Derakhshan.Literature in EFL/ESL Classroom.English Language Teaching，2011，4（1）.

[6]Lazar，G.1993.Literature and Language Teaching.Cambridge：Cambridge University Press.

[7]Liu H.H.2007.Literature Teaching in ELT.雙語學(xué)習(xí).

[8]Savvidou，C.‘An Integrated Approach to Teaching Literature in the EFL Classroom.The Internet TESL Journal.Vol.X，No.12，December 2004.March 18，2005..

[9]Short，M.H.and C.N.Candlin.1986.‘Teaching study skills for English Literature，in Brumfit C.J.and R.A.Carter（eds.）Literature and Language Teaching（pp.89-109）.Oxford：Oxford University Press.

[10]Spolsky，E.1989.‘I Come to Bury Caesar，Not to Praise Him： Teaching Resisting Reading.ELT Journal.43/3：173-176.

[11]Xie G.2016.Teaching Language through Literature in the EFL Classroom.Campus English.