Citation: Halimat Abu Dabban (2017). Using Literature for English Language Teaching. Yobe Journal of Language, Literature and Culture (YOJOLLAC), Vol. 5. Department of African Languages and Linguistics, Yobe State University, Damaturu, Nigeria. ISSN 2449-0660
USING
LITERATURE FOR ENGLISH LANGUAGE TEACHING
BY
Halimat Abu Dabban
ABSTRACT
Literature
gives students the opportunity to come in contact with functional varieties of
English which they will need in actual communicative interactions. Integrating
literature to language teaching and learning will allow learners to develop
language competence. The objective of this study is to demonstrate the utility
values of literature and how the genres of literature can be used to teach the
different language skills.
Key words: Language,
Literature, Teaching
Literature, Teaching of Language Skills.
1.0 INTRODUCTION
In all aspects of human
endeavours, there is the need to communicate and Language is a major means of
human communication. Therefore, the development of communicative skills in the
learners becomes imperative; it becomes even more imperative in a second language
situation. Indeed, one important indication of one's mastery of a language is
the ability to communicate effectively in the target language in both oral and
written forms. In order to achieve this, it is necessary to master the basic
language skills namely, listening, speaking, reading and writing. Literature
has the potencies of exposing the learners to these skills; which enables them
to come in contact with functional varieties of English for actual
communicative interactions (Ogunsiji, 2008).
Based on the above, it is
important to improve upon the teaching and learning of English in our schools.
For today, the influence of language on education can be appreciated in the
performance of pupils because the extent to which a person can learn is determined
largely by the degree to which he has mastered and used the language (Ige in
Dabban, 2014). By implication for a Nigerian child to be considered educated,
mastery of English language is necessary. This clearly brings out the need for
teachers of English language to focus on the major goal of English language
teaching which is to enable learners use English effectively, and as far as
possible accurately in communication.
The Federal Government of
Nigeria Policy on education stresses the importance acquiring appropriate
communicative competence. Among the seven goals of primary education in
Nigeria, number one is "inculcation of permanent literacy and numeracy;
and the ability tocommunicate effectively" (NPE, 2004). Going by the
policy, one is justify to conclude that quality teaching and learning of
English language should begin at the primary school level, which is the right
stage to begin.
2.1 GENERAL VALUES OF
TEACHING LITERATURE
Generally, the term
literature is used to describe anything from creative writing to technical or
scientific works, but the term refers primarily to creative imagination
including short stories, novels, poetry, and drama. In other words, anything
written is literature. Literature is a form of discourse and it uses language
to do things. Accordingly, literature as a form of discourse enables learners
to react and express themselves in both oral and written forms. Indeed, using
the language one is learning and reading materials produced in the language
aids one's proficiency. As Onuigbo (1990) says:
The entire process of
education and the development of literacy depends on printed words and reading
is the crucial means through which one develops this literacy and knowledge
about his environment.
The value of literature to
language learning is immense. Literature integrates language skills naturally.
The reading aspect helps build vocabulary and improve understanding during
listening and writing. Besides, providing materials for grammar practice and
vocabulary learning, language of literature is well organized and presents
wonderful choice of diction which allows pronunciation practice. One other
essential aspect is that literature is not only a tool for developing the
written and oral skills of the learners but helps them acquire a native like
competence in English (Obediat, 1997:32).
Considering the foregoing,
literature is so important in second language teaching that scholars have
elaborated pedagogical advantages of literature. Presented below are some of
them:
Literature provides students
with concrete pattern and it represents the language at its best and thus
provides an ideal model for language learning.
Themes and fables of
literary materials promotes meaningful debates, discussions that develop the
linguistic and communicative competence.
Literature provides students
with knowledge about the cultural values and norms embodied in the language.
The study of literature
affects the student's knowledge and world view... (Anxhela, 2015).
Similarly, Gwing (1990:10)
summarizes some of the favours of literature as follows:
Literature provides students
with interesting and meaningful input in the writing mode.
It provides a focus for
meaningful output through writing and discussion.
It enhances the learner's
understanding of the cultural values of English speaking peoples which is part
of gaining true fluency in the language.
Indeed, literature and
language are interwoven; it is inconceivable to discuss literature without
reference to language. The relationship should be explored and exploited by
teachers in order to enhance effective teaching and learning of English
language especially at the primary school level.
3. 1THE CHALLENGE
A close look at literature
and language shows that the two are closely related. The purpose of using a
language is to acquire communicative skills needed to communicate properly and
effectively and this cannot be acquired solely through language materials. It
is clear that exploring literary texts to teach language means assessing other
uses of colloquial language. But going by the traditional practice in schools
in Nigeria, literature and English language are treated as two separate school
subjects and in some cases literature is not taught at all.
Moreso, the subjects are
taught in the classroom by teachers that are not either designated literature
teachers or English language teachers. To a large extent, the teaching period
of literature if any is preoccupied with the teaching of the stories without
much emphasis on the socio-cultural content of the book or the language
components of the text (Ihejirika, 2014). And other problems encountered in the
area of teaching English through literature according to Murat (2005:65)
include: lack of pedagogically designed appropriate materials that can be used,
lack of preparation in the area of literature teaching by teachers and the
absence of clear - cut objectives of the role of literature in second language
teaching. Literature holds a prominent role in children's development since the
reader becomes emotionally attached with the story and this has positive
effects not only on the personal growth but also on the whole learning process
(Ruxandra, 2015). From this point, curriculum for primary school should include
encouraging the use of literary texts to teach language. Teachers also have to
decide on which literary text is appropriate for the purpose of promoting
language development.
When selecting a literary
text to be used in a language classroom, the teacher should pay attention to
whether the novel has an intriguing story that will be of interest to the
entire class. The novel should have a powerful, fast - paced plot and interesting
and memorable characters. The content of the novel should be suitable to
students' cognitive and emotional levels. (Murat, 2005).
Lazer (1993:52) also talks
about some criteria:
The student's cultural
background.
The student's linguistic
proficiency.
The student's literacy
background.
The student's age and level
of understanding.
Interesting texts,
Availability and suitability
of the text
And if literary work is
selected accordingly then literature will be effective for teaching and
learning a language.
4.1
THE POTENTIALS OF USING LITERATURE TO TEACH LANGUAGE SKILLS
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 is to inhabit the text.
The student becomes enthusiastic to find out what happens as events unfold. And
one great strength of literature is its varieties of subject matter, themes and
topic which are intrinsically interesting enough to generate language
discussion. This interactive discussion brings about completely convergent
interpretations since literature speaks different meanings to different people.
The students then learn varieties of possible structures, the different ways of
connecting ideas which enrich their writing skills.
As Ogunsiji (2008:130)
posits, in using literature to develop communicative skills, the two primary
media of language: speech and writing should be utilized in an integrated
manner. Good enough, all the three genres of literature (drama, prose, poetry)
have the potentialities of developing the imaginative capacities of learners,
fluency of thought and expression. Thus, we shall examine how the three genres
of literature can be taught in order to develop pupils' communicative skills.
Drama:
This
is a representation of action. For any drama text selected by the teacher, he
should not expose the learners to elements such as plot, characterization,
theme, the whole or part of the play can be acted in class. The role playing
and modeling will aid the learners intelligence, sense of imagination and
fluency. There is a great opportunity using a play to teach English because the
parts are written out for the learners which necessitate the use of the
language to do things. This will inevitably develop their proficiency in
English.
Prose:
The
two important forms of prose are the novel and the short story. Both the short
story and novel take their subject matter from man's life and social experience
which can -offer opportunity to learn how others cope with situations and
problems similar to their own experiences. Through prose teaching, the skills
of intensive and extensive reading can be developed; so also, skimming and
scanning skills. When assessing reading comprehension skill, the teacher may
employ essay typesof tests which require students to develop the sub-skills of
written language such as spelling, handwriting, grammar and punctuation.
Moreso, class discussion of the novel event should comprise main idea
andsupporting ideas with question format with the use of who, what, when, where
and how. This is a practical way of integrating speech and writing.
Poetry:
This
form of literature is written in verse. In order to assess the communicative
value of poetry, it should be taught in an interesting and stimulating manner.
In addition, the teacher should ensure the learners are exposed to significant
elements of the poem such as the theme, rhyme, rhythm, language and poetic
imagery. Furthetmore, in order to make learners appreciate a poet's composition
process, evoke feelings, interest and greater analytical ability gain from
studying poems, the teacher can use the following procedure to teach poetry:
Ask general questions that
may relate in directly to the poem.
Read some part of the poem
to the learners, paying particular attention to rhyme, rhythm, stress etc. A
tape recorder may be used in this case.
Two or more learners can be
called upon to read the poem to the class in turn.
The whole class should be
told to read the poem silently.
Difficult words or
expressions should be explained totheclass with attention to figures of speech.
Class discussion should be
encouraged.
Ask learners questions based
on the poem to evaluatethelesson.
Assignment based on the poem
can be given.
Just like other genres of
literature, poetry can be used to teach listening, speaking, reading and
writing. Students can be made to listen to a poem on tape, they can be made to
relate to it through class discussion and then re-write the poem into their books.
Literature integrates
language skills naturally. Firstly, the reading competence helps build and
extend vocabulary and improve understanding during listening and writing.
Again, literature places a balance between the verbal and non-verbal skills
while the language used in different situations promote interaction, awareness,
critical thinking and confidence. Moreso, it stimulates imagination and
creativity which affects the atmosphere of the classroom and proves to be a
nice experience for the teaching learning process.
Therefore, the development
of communicative abilities in the Nigerian learners of English as a second
language should be concern of everyone. Literature as examined above has the
potentials of improving learners' creative and communicative skills. However,
the teacher should ensure the learners are engaged in adequate language
practice and expressive activities. Also, the literature textbooks selected for
study should be relevant to the educational, socio-cultural and linguistic
backgrounds of the learners.
REFERENCES
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Impact of Literature in Teaching a Foreign Language.A case study on the use of
Drama and its practical Implications.In Rate
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Federal Republic of Nigeria
(2004).National Policy of
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Ihejinka, R.C. (2014).
Literature and English Language Teaching and Learning: A Symbolic Relationship.
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Lazar, G. (1993). Literature and Language Teaching.Cambridge:
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Murat, H. (2005). Teaching
English Through Literature. In Journal
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Obediat, M. (1997). Language
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