Literature is one of the greatest cornerstones in any linguist's regime. The use of literature as a teaching tool is therefore extremely important, and thanks to the English language's vast diversity, a whole wealth of potential teaching resources is readily available. Not only does literature serve as a way to inform a student of different grammatical constructions (the one that sticks in my mind is ikke mer en jeg tror pa troll - containing important comparative constructions as well as a verb with a preposition), but it also gives the student a valuable chance to examine different styles, registers and in some cases, dialects. But which authors should be chosen for this great honour? Should the already picked-clean cadaver of William Shakespeare be resurrected to be once more scrutinised under a linguistic microscope? What makes a piece of literature useful for a student of EFL?
There should be no restrictions to the literature used, the only attention being given to the level of the material and the level of the students. Each piece of writing has its uses, and discussion of literature will bring out these uses. Oftentimes one cannot see the linguistic significance of a piece of literature when simply reading alone. Discussion is paramount. Discussion not of grammar, not of syntax, not of register, but of the material in and as of itself. Whereas literature is a written means of communication, it lacks the fluidity of spoken language, but is enhanced through discourse and analysis. As well as being a great source for grammar examples and vocabulary exercises, as I have briefly covered, literature gives an insight into how language can be adapted and it gives the student a chance to see how it was used, whether the material was written five, ten, one hundred or five hundred years ago, and understanding origins is the key to understanding evolution.
As an avid collector of 18th and 19th century French and German literature, I am delighted and saddened in equal amounts when turning to the last page of a novel, play or article. The feeling of accomplishment is inspiring to me, knowing that not only have I convinced myself to sit down and go on a journey the author intended, but I have also understood it. Comprehension is the most important factor when it comes to studying foreign literature. One can easily find a synopsis of a story via the internet, but knowing the story is only half the battle. What about word play? What about literary devices? Where do they feature in the context of learning a foreign language? There is an overwhelming feeling of satisfaction when I understand a pun in a foreign language, whether it be an advertisement or snarky remark by a 19th century villain dressed up in top hat and tails. Developing the sophistication to appreciate not only how one can use a language, but also how one can abuse it, is fundamental to language learning. Language is not a rigid thing; it is malleable and can be moulded for any purpose. Literature is the documentation of language, and therefore forms a highly essential part of language learning. Far from asking students to read a passage of a particular text and then making them find the different components of a sentence, students should be asked to engage themselves in the text, discuss and debate it. If reading a play, ask how the student might put it on, were they the director. If reading a novel, ask what context the student thinks it could have been written in. If reading an article, ask what prompted it. Reading literature is only the start when it comes to using it in the classroom. Engaging the student in the material is as rewarding for the teacher as it is for the pupils.
Ian Stephenson is a final-year student of Modern Languages (French, German and Russian) and Linguistics at the University of Sheffield, UK. An aspiring EFL teacher, Ian has worked with several secondary schools in his local area to promote the study of foreign languages at advanced levels.
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