Student Views About the Contribution of Literary and Cultural Content to Language Learning at Intermediate Level

Anne L. Martin

51 citations0/0 files storedForeign Language Annals

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EFL/ESL Teaching and Learning Linguistic Education and Pedagogy French Language Learning Methods

Abstract

ABSTRACT It is well‐known that language students consistently rate the study of literature below the linguistic aspects of their foreign language course. The reasons for this low priority accorded to literary studies are less well understood. One plausible hypothesis was tested: Students do not perceive literary studies to be useful in helping them to achieve their primary goal of oral proficiency. This hypothesis can be supported from the evidence of a survey of a group of intermediate‐level university students of French, but it does not account for all the findings. The phenomenon of “culture panic” may be at least as important.

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References

1983Principles and Practice in Second Language Acquisition 1988The Beliefs about Language Learning of Beginning University Foreign Language Students 1990A Study of the Attitudes, Motives, and Strategies of University Foreign Language Students and Their Disposition to Authentic Oral and Written Input 1986Language Learning Motivation: A Descriptive and Causal Analysis 1988Readers, Texts, and Second Languages: The Interactive Processes

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2006Integrating Textual Thinking into the Introductory College-Level Foreign Language Classroom 2001Exploring Literary Responses in an EFL Classroom 2020The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views 2009Don Quixote Meets Ser and Estar: Multiple Perspectives on Language Learning in Spanish Literature Classes 2009The Formeaning Response Approach: Poetry in the EFL Classroom.2001Rethinking Foreign Language Literature: Towards an Integration of Literature and Language at All Levels.2019Language-literature integration in high-school EFL education: investigating students’ perspectives

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