Book contents
- Literature, Spoken Language and Speaking Skills in Second Language Learning
- Literature, Spoken Language and Speaking Skills in Second Language Learning
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Foreword
- Acknowledgements
- 1 Introduction
- Part I Literature and Spoken Language
- Part II Literature and Speaking Skills
- Index
- References
1 - Introduction
Published online by Cambridge University Press: 18 October 2019
Edited by
Book contents
- Literature, Spoken Language and Speaking Skills in Second Language Learning
- Literature, Spoken Language and Speaking Skills in Second Language Learning
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Foreword
- Acknowledgements
- 1 Introduction
- Part I Literature and Spoken Language
- Part II Literature and Speaking Skills
- Index
- References
Summary
Part I of the book explores literature as a vehicle for developing awareness of spoken language. Byrne and Jones examine dialogues from a literature corpus in comparison with a spoken corpus to understand the extent to which literary dialogues offer a plausible model of conversation. Tomlinson then examines how literature can be used as part of a text-driven approach in order to develop an awareness of pragmatic uses of spoken language. Jones and Cleary examine the effects on input enhancement when using televised literature to develop students’ awareness of features of spoken language. Iida focuses on students’ composed haiku poems and the features of spoken language they contain. Zhao and Liu report on a classroom-based action research study which employed screenplays. Part II explores the use of literature as a means of developing speaking skills. McIlroy examines the effects of discussing poetry at different levels of familiarity with learners Shelton-Strong analyses group discussion from Literature Circles, whereby learners discuss texts they have read. Finally, Fogal and Pinner measure changes in lexical complexity on the speech of learners as they discussed literature.
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2019
References
References
Bloemert, J., Paran, A., Jansen, E. and Grift, W. V. D., 2019. ‘Students’ perspective on the benefits of EFL literature education’, The Language Learning Journal 47(3): 371–384.CrossRefGoogle Scholar
Brumfit, C. and Carter, R. 1986. Literature and Language Teaching. Oxford: Oxford University Press.Google Scholar
Carter, R. 1998. ‘Orders of reality: CANCODE, communication, and culture’, ELT Journal 52(1): 43–56.Google Scholar
Carter, R. and McRae, J. 1996. Language, Literature and the Learner: Creative Classroom Practice. London: Longman.Google Scholar
Chan, P. K. 1999. ‘Literature, language awareness and EFL’, Language Awareness 8(1): 38–50.CrossRefGoogle Scholar
Collie, J. and Slater, S. 1987. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.Google Scholar
Cook, G. 1998. ‘The uses of reality: A reply to Ronald Carter’,ELT Journal 52(1): 57–63.Google Scholar
Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z. 2012. Motivation in Language Learning. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Fogal, G. G. 2015. ‘Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research’,Language and Literature 24(1): 54–72.Google Scholar
Gilmore, A. 2011. ‘“I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials’, Language Learning 61(3): 786–819.Google Scholar
Jones, C. and Carter, R. 2011. ‘Literature and language awareness:Using literature to achieve CEFR outcomes’, Journal of Second language Teaching and Research 1(1): 69–82.Google Scholar
Lao, C. Y. and Krashen, S. 2000. ‘The impact of popular literature study on literacy development in EFL: More evidence for the power of reading’, System 28(2): 261–270.Google Scholar
Lin, H. W. 2010. ‘The taming of the immeasurable: An empirical assessment of language awareness’, in Paran, A. and Sercu, L. (eds.), Testing the Untestable in Language Education. Bristol: Multilingual Matters, 191–216.CrossRefGoogle Scholar
Long, M. 1996. ‘The role of the linguistic environment in second language acquisition’, in Richie, W. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 413–468.Google Scholar
Maley, A. and Moulding, S. 1985. Poem into Poem: Reading and Writing Poems with Students of English. Cambridge: Cambridge University Press.Google Scholar
Martin, A. L. and Laurie, I. 1993. ‘Student views about the contribution of literary and cultural content to language learning at intermediate level’, Foreign Language Annals 26(2): 188–207.Google Scholar
McCarthy, M. and Carter, R. 1995. ‘Spoken grammar: What is it and how can we teach it?’, ELT Journal 49(3): 207–218.Google Scholar
McRae, J. and Vethamani, M. E. 1999. Now Read On: A Course in Multicultural Reading. London: Routledge.Google Scholar
Meddings, L. and Thornbury, S. 2009. Teaching Unplugged: Dogme in English Language Teaching. Surrey: Delta Publishing.Google Scholar
Paran, A. 2006. Literature in Language Teaching and Learning. Alexandria, VA: Teachers of English to Speakers of Other Languages Inc.Google Scholar
Paran, A. 2008. ‘The role of literature in instructed foreign language learning and teaching: An evidence-based survey’, Language Teaching 41(4): 465–496.Google Scholar
Schmidt, I. 2004. ‘Methodische vorgehensweisen und schülerinteresse: Bericht über ein empirisches forschungsprojekt’ [Methodological approaches and pupil interest: Report on an empirical study], in Schabert, I. (ed.), Shakespeare Jahrbuch 140. Bochum: Verlag und Druckkontor Kamp Gmbh, 196–211.Google Scholar
Schmidt, R. 1990. ‘The role of consciousness in second language learning’, Applied Linguistics 11: 129–158.CrossRefGoogle Scholar
Teranishi, M., Saitō, Y. and Wales, K. 2015. Literature and Language Learning in the EFL Classroom. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Thornbury, S. and Slade, D. 2006. Conversation: From Description to Pedagogy. Cambridge: Cambridge University Press.Google Scholar
Yang, A. 2002. ‘Science fiction in the EFL class’, Language, Culture and Curriculum 15(1): 50–60.Google Scholar
Bloemert, J., Paran, A., Jansen, E. and Grift, W. V. D., 2019. ‘Students’ perspective on the benefits of EFL literature education’, The Language Learning Journal 47(3): 371–384.CrossRefGoogle Scholar
Brumfit, C. and Carter, R. 1986. Literature and Language Teaching. Oxford: Oxford University Press.Google Scholar
Carter, R. 1998. ‘Orders of reality: CANCODE, communication, and culture’, ELT Journal 52(1): 43–56.Google Scholar
Carter, R. and McRae, J. 1996. Language, Literature and the Learner: Creative Classroom Practice. London: Longman.Google Scholar
Chan, P. K. 1999. ‘Literature, language awareness and EFL’, Language Awareness 8(1): 38–50.CrossRefGoogle Scholar
Collie, J. and Slater, S. 1987. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.Google Scholar
Cook, G. 1998. ‘The uses of reality: A reply to Ronald Carter’,ELT Journal 52(1): 57–63.Google Scholar
Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z. 2012. Motivation in Language Learning. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Fogal, G. G. 2015. ‘Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research’,Language and Literature 24(1): 54–72.Google Scholar
Gilmore, A. 2011. ‘“I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials’, Language Learning 61(3): 786–819.Google Scholar
Jones, C. and Carter, R. 2011. ‘Literature and language awareness:Using literature to achieve CEFR outcomes’, Journal of Second language Teaching and Research 1(1): 69–82.Google Scholar
Lao, C. Y. and Krashen, S. 2000. ‘The impact of popular literature study on literacy development in EFL: More evidence for the power of reading’, System 28(2): 261–270.Google Scholar
Lin, H. W. 2010. ‘The taming of the immeasurable: An empirical assessment of language awareness’, in Paran, A. and Sercu, L. (eds.), Testing the Untestable in Language Education. Bristol: Multilingual Matters, 191–216.CrossRefGoogle Scholar
Long, M. 1996. ‘The role of the linguistic environment in second language acquisition’, in Richie, W. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 413–468.Google Scholar
Maley, A. and Moulding, S. 1985. Poem into Poem: Reading and Writing Poems with Students of English. Cambridge: Cambridge University Press.Google Scholar
Martin, A. L. and Laurie, I. 1993. ‘Student views about the contribution of literary and cultural content to language learning at intermediate level’, Foreign Language Annals 26(2): 188–207.Google Scholar
McCarthy, M. and Carter, R. 1995. ‘Spoken grammar: What is it and how can we teach it?’, ELT Journal 49(3): 207–218.Google Scholar
McRae, J. and Vethamani, M. E. 1999. Now Read On: A Course in Multicultural Reading. London: Routledge.Google Scholar
Meddings, L. and Thornbury, S. 2009. Teaching Unplugged: Dogme in English Language Teaching. Surrey: Delta Publishing.Google Scholar
Paran, A. 2006. Literature in Language Teaching and Learning. Alexandria, VA: Teachers of English to Speakers of Other Languages Inc.Google Scholar
Paran, A. 2008. ‘The role of literature in instructed foreign language learning and teaching: An evidence-based survey’, Language Teaching 41(4): 465–496.Google Scholar
Schmidt, I. 2004. ‘Methodische vorgehensweisen und schülerinteresse: Bericht über ein empirisches forschungsprojekt’ [Methodological approaches and pupil interest: Report on an empirical study], in Schabert, I. (ed.), Shakespeare Jahrbuch 140. Bochum: Verlag und Druckkontor Kamp Gmbh, 196–211.Google Scholar
Schmidt, R. 1990. ‘The role of consciousness in second language learning’, Applied Linguistics 11: 129–158.CrossRefGoogle Scholar
Teranishi, M., Saitō, Y. and Wales, K. 2015. Literature and Language Learning in the EFL Classroom. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Thornbury, S. and Slade, D. 2006. Conversation: From Description to Pedagogy. Cambridge: Cambridge University Press.Google Scholar
Yang, A. 2002. ‘Science fiction in the EFL class’, Language, Culture and Curriculum 15(1): 50–60.Google Scholar
Bloemert, J., Paran, A., Jansen, E. and Grift, W. V. D., 2019. ‘Students’ perspective on the benefits of EFL literature education’, The Language Learning Journal 47(3): 371–384.CrossRefGoogle Scholar
Brumfit, C. and Carter, R. 1986. Literature and Language Teaching. Oxford: Oxford University Press.Google Scholar
Carter, R. 1998. ‘Orders of reality: CANCODE, communication, and culture’, ELT Journal 52(1): 43–56.Google Scholar
Carter, R. and McRae, J. 1996. Language, Literature and the Learner: Creative Classroom Practice. London: Longman.Google Scholar
Chan, P. K. 1999. ‘Literature, language awareness and EFL’, Language Awareness 8(1): 38–50.CrossRefGoogle Scholar
Collie, J. and Slater, S. 1987. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.Google Scholar
Cook, G. 1998. ‘The uses of reality: A reply to Ronald Carter’,ELT Journal 52(1): 57–63.Google Scholar
Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z. 2012. Motivation in Language Learning. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Fogal, G. G. 2015. ‘Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research’,Language and Literature 24(1): 54–72.Google Scholar
Gilmore, A. 2011. ‘“I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials’, Language Learning 61(3): 786–819.Google Scholar
Jones, C. and Carter, R. 2011. ‘Literature and language awareness:Using literature to achieve CEFR outcomes’, Journal of Second language Teaching and Research 1(1): 69–82.Google Scholar
Lao, C. Y. and Krashen, S. 2000. ‘The impact of popular literature study on literacy development in EFL: More evidence for the power of reading’, System 28(2): 261–270.Google Scholar
Lin, H. W. 2010. ‘The taming of the immeasurable: An empirical assessment of language awareness’, in Paran, A. and Sercu, L. (eds.), Testing the Untestable in Language Education. Bristol: Multilingual Matters, 191–216.CrossRefGoogle Scholar
Long, M. 1996. ‘The role of the linguistic environment in second language acquisition’, in Richie, W. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 413–468.Google Scholar
Maley, A. and Moulding, S. 1985. Poem into Poem: Reading and Writing Poems with Students of English. Cambridge: Cambridge University Press.Google Scholar
Martin, A. L. and Laurie, I. 1993. ‘Student views about the contribution of literary and cultural content to language learning at intermediate level’, Foreign Language Annals 26(2): 188–207.Google Scholar
McCarthy, M. and Carter, R. 1995. ‘Spoken grammar: What is it and how can we teach it?’, ELT Journal 49(3): 207–218.Google Scholar
McRae, J. and Vethamani, M. E. 1999. Now Read On: A Course in Multicultural Reading. London: Routledge.Google Scholar
Meddings, L. and Thornbury, S. 2009. Teaching Unplugged: Dogme in English Language Teaching. Surrey: Delta Publishing.Google Scholar
Paran, A. 2006. Literature in Language Teaching and Learning. Alexandria, VA: Teachers of English to Speakers of Other Languages Inc.Google Scholar
Paran, A. 2008. ‘The role of literature in instructed foreign language learning and teaching: An evidence-based survey’, Language Teaching 41(4): 465–496.Google Scholar
Schmidt, I. 2004. ‘Methodische vorgehensweisen und schülerinteresse: Bericht über ein empirisches forschungsprojekt’ [Methodological approaches and pupil interest: Report on an empirical study], in Schabert, I. (ed.), Shakespeare Jahrbuch 140. Bochum: Verlag und Druckkontor Kamp Gmbh, 196–211.Google Scholar
Schmidt, R. 1990. ‘The role of consciousness in second language learning’, Applied Linguistics 11: 129–158.CrossRefGoogle Scholar
Teranishi, M., Saitō, Y. and Wales, K. 2015. Literature and Language Learning in the EFL Classroom. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Thornbury, S. and Slade, D. 2006. Conversation: From Description to Pedagogy. Cambridge: Cambridge University Press.Google Scholar
Yang, A. 2002. ‘Science fiction in the EFL class’, Language, Culture and Curriculum 15(1): 50–60.Google Scholar
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