Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan

Abstract

Since the 1990s, researchers have noted that literary texts can be used positively in L2 classrooms 1 (see Gilroy and Parkinson, 1997; Hall, 2005; Kramsch and Kramsch, 2000; Maley, 1990; Schultz, 2002; Simpson, 1997). Maley (1990: 3), for example, says that ‘[during] the period of structural dominance, literature found itself side-lined’ and that ‘[for] a time the new functional-notional communicative movement also ignored literature’. He goes on to explain that ‘in the last ten years or so there has been a remarkable revival of interest in literature as one of the resources available for language learning’. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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