Critical Discourse Analysis in Literature-Oriented Classes: A Theoretical Perspective
Year: 2019
Type: preprint
Abstract: In the context of English language teaching, teaching literature as a subject in the higher educational level has always been dialectical and debatable. For, this controversial issue may lie in the way literature should be taught. This can either be for fostering linguistic, cultural, literary, or communicative competence of the learner. Moreover, many educationalists tempt to bridge the gap between the contents of the syllabus of literature, the texts chosen, and the methods and approaches used by teachers to teach literary texts in class and carry the lectures out. Teaching literature in the ELT classes requires familiarizing learners with a text with a meaningful context which allows them have adequate understanding of the characters roles, nature of the text, era, setting and plot. In effect, teaching literacy in the language class can contribute highly to developing the learners’ intellectual ability, cultural awareness, simulating their imagination, and exposing them to authentic language. In this paper, we tempt to investigate the role of the new criticism approach and critical thinking pedagogy in interpreting a literary text in class, enhancing classroom activities, and thus encouraging learner-centeredness in literature classes.
Source: SSRN Electronic Journal
Author: Maroua Rogti
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3133397342