ANALYTICAL READING FOR STUDENTS-PHILOLOGISTS IN THE ENGLISH CLASS
Keywords:analytical reading, foreign language teaching, literary texts, foreign language communicative competence, students-philologists
The study aims to investigate the higher education students’ and teachers’ perception of using literary text in the foreign language course; to evaluate learners’ progress in the foreign language communicative competence throughout the experiment period; to outline the policies and strategies of using analytical reading in the English class, which lead to increasing motivation to learn foreign languages with a focus on literature. The study involves 85 Bachelor’s degree students and 35 teachers from linguistics and translation departments of three universities: Igor Sikorsky Kyiv Polytechnic Institute, National Aviation University, Kütahya Dumlupinar University during the spring term in the school year 2021/2022. The students from these universities were using analytical reading in foreign language learning during this term. The quantitative research method allowed us to assess the students’ progress in the development of their foreign language analytical reading skills, that included the understanding of the culture of foreign language, literary and aesthetic skills, vocabulary and foreign language skills, critical thinking and problem solving, inferential and interpretational skills. The qualitative research method was used to interpret the data of the experiment. Three questionnaires were employed as an instrument to assess teachers’ and learners’ perceptions of using literary texts in foreign language teaching/learning; to monitor the development of student’s skills in analytical reading. The students-philologists involved in the research increased their motivation to learn English as a foreign language through literary texts and showed progress in the development of analytical reading skills up to 16%. The results obtained can be implemented into the practice of foreign language teaching as literary texts enriched the language input in the classroom and stimulated language acquisition, and analytical reading involved students-philologists emotionally challenging their imagination and creativity.
Akhrib, M., & Nedjai, F. Z. M. (2021). The Effects of Situational and Perceived Interest on EFL Reading Comprehension:A Gender-Based Study at the University of Algiers 2. Arab World English Journal, 12 (1), 480-497. https://dx.doi.org/10.24093/awej/vol12no1.31
Armand, F. (1996). The allophone student and the documentary text. In: Children's literature and its educational power, 24 (1,2). Retrieved 20 December 2021 from http://www.acelf.ca/c/revue/revuehtml/24-12/armand.html
Bilonozhko, N., & Syzenko, A. (2020). Effective reading strategies for generation z using authentic texts. Retrieved from https://osf.io/preprints/socarxiv/rxmw7/
Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, 15(1), 1-27. Retrieved 15 July 2020 from http://nflrc.hawaii.edu/rfl/April2003/brantmeier/brantmeier.html
Carter, R. &Long, M. (1991). Teaching literature. London: Longman.
Carter, R. and Nunan, D. (2001).The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667206 12.
Collins, R. (2014). Skills for the 21st Century: Teaching Higher Order Thinking. Curriculum and Leadership Journal, 12, 10. Retrieved 10 September 2020 from http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html
Daud, N. M., Ali, A. M., Daud, N. S. M., Juhary, J., & Raihanah, M. M. (2018). A MOOC for literature integrated language classroom: pedagogical suggestions for the development of higher order thinking skills (HOTS). Arab World English Journal, 4(7),13-23. https://dx.doi.org/10.24093/awej/call4.2
Delphine, E. T. (2018). Trajectoires d'appropriation langagière et développement professionnel. Un regard sur la construction de l'identité professionnelle enseignante. Thesis, University of Lausanne. Retrieved 15 July 2021 from https://serval.unil.ch/resource/serval:BIB_B42744942B95.P001/REF
Duff, A. and Maley, A. (2007). Literature. Oxford: Oxford University Press.
Duncan, S. and Paran, A. (2017). The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context. UCL Institute of Education, University College London (IOE).
Delphine, E. T. (2018). Trajectoires d'appropriation langagière et développement professionnel. Un regard sur la construction de l'identité professionnelle enseignante. Thesis, University of Lausanne. Retrieved 15 November 2020 from https://serval.unil.ch/resource/serval:BIB_B42744942B95.P001/REF
Fanlo, J. R. (2011). Pourquoi la littérature à l’Université ? Discussion, arguments, propositions. Fabula / Les colloques, Enseigner la littérature à l’université aujourd’hui. Retrieved 13 July 2021 from http://www.fabula.org/colloques/document1486.php.
Kramsch, C. & Kramsch, O. (2002). The Avatars of Literature in Language Study. The Modern Language Journal, 84, 553 - 573. https://doi.org/10.1111/0026-7902.00087
Liu, M. (2019). The Nexus of Language and Culture: A Review of Literature on Intercultural Communicative Competence in Foreign Language Education. Cambridge open-review educational research e-Journal, 6(03), 50-65. https://cerj.educ.cam.ac.uk/archive/v62019/CORERJ-Journal-Volume6-03-TheNexusOfLanguageAndCulture.pdf
Llach, M. P. A. (2007). Teaching language through literature: The waste land in the ESL classroom. Teaching language through literature, 20, 7-17. https://doi.org/10.25115/odisea.v0i8.90
Maley, A. (2001). Literature in the language classroom. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 180-185). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667206.027
Mustofa, A., Hill, J. (2018). Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL/ESL Classroom Context. English language teaching, 11(6), 33-40. https://doi.org/10.5539/elt.v11n6p108
Nguyen, H. T. T.(2016). How does an interactive approach to literary texts work in an English as a foreign language context? Learners’ perspectives in close-up. Innovation in Language Learning and Teaching, 10(3), 171-189. https://doi.org/10.1080/17501229.2014.932361.
Richards, J. Rodgers, T. (2010). Approaches and Methods in Language Teaching, Cambridge University Press, Cambridge https://www.cambridge.org/core/books/approaches-and-methods-in-language-teaching/3036F7DA0057D0681000454A580967FF
Spirovska Tevdovska, E. (2016) . Literature in ELT Setting: Students’ Attitudes and Preferences towards Literary Texts. Procedia - Social and Behavioral Sciences, 23, 161-169. https://doi.org/10.1016/j.sbspro.2016.10.041
Tsang, A., Paran, A., & Lau, W. W. (2020). The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research. https://doi.org/10.1177/1362168820972345
Umirova, D. (2020). Authenticity and authentic materials: history and present. European Journal of Research and Reflection in Educational Sciences, 8(10), 129-133. https://www.idpublications.org/wp-content/uploads/2020/10/Full-Paper-AUTHENTICITY-AND-AUTHENTIC-MATERIALS-HISTORY-AND-PRESENT.pdf
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity, 22, 256-265. https://doi.org/10.1016/j.tsc.2016.10.002
Wolthuis, F., Bloemert, J., Tammenga-Helmantel, M., & Paran, A. (2020). A curriculum in transition: TL/L1 use in Dutch EFL literature lessons. Language, Culture and Curriculum, 33(4), 335-350. https://doi.org/10.1080/07908318.2019.1697279
How to Cite
Copyright (c) 2022 Olga Verhovtsova, Olga Ishchenko, Dilşah Kalay, Yana Tikan
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).