Year: 2021
Type: article
Abstract: The hesitation to use poetry in the language classroom comes from its deemed inappropriateness in language learning. The use of non-standard vocabulary and broken syntax and grammar rules begets ambivalence toward poetry. In addition, language learners cannot overcome this vacillation due to poetry’s demands on imaginative engagement. However, poetry is a content-rich reading tool which makes it an ideal, and authentic context to improve vocabulary and grammar acquisition, enhance written expression and oral discussion. The inclusion of poetry in language teaching serves as a catalyst for improvement of pronunciation, stress and rhythm. The core premise of studying poetry is its merit to spawn engagement of learners to construct meaningful interpretations and build knowledge through the identification of linguistic elements. Poetry should be embraced for its mightiness to expose learners to a great wealth of comprehensible input. Penetrating into poetry and experimenting with its creatively used style of language to infer meaning is an optimal grounding to decipher language patterns and weld this knowledge into oral production. This article supports the inclusion of poetry in language learning for creating conditions conducive to language enrichment and proposes that poetry be used at all levels of instruction to enable learners to make huge leaps in language learning.
Author: Çağrı Tuğrul Mart
Institution: Tishk International University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W3137220657