The Role of a Literature-Based Program in the ESL Classroom – Annotated Bibliography Example

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The paper "The Role of a Literature-Based Program in the ESL Classroom" is a great example of an annotated bibliography. Ghasemi, the author of this article explores the role that literature-based programs play in ESL classrooms. He observes that researchers have established that literature can aid ESL learners particularly those in higher levels of education to enhance their acquisition of linguistic skills. Drawing on to the findings of previous research studies, Ghasemi establishes that the use of literature as a technique in teaching English incorporates the use of literary texts such as drama, novels, short stories, and poems to generate activities and tasks that help learners to enhance their skills in second language acquisition.

It is believed that the use of literature in ESL classrooms offers students spiritual, moral, and aesthetic values. By alluding to Littlewood (1976), Ghasemi observes that as compared to informational texts literary text has a more unique relationship that points to external reality. Through a review of various literature, it is established in this article literal texts help readers to foster a dynamic interaction with the external world.

Ghasemi also examines the pros and cons of using literature programs in ESL classrooms. He identifies the advantages of using literature for ESL learners as its personal relevance, universality, and its ability to draw the attention of learners. Conversely, based on the finding of Linguists in the likes of Topping (1968), Ghasemi notes that some of the disadvantages of using literature in ESL learners include the complex nature of some literal text and the lack of conformity to grammatical rules and standards. Hişmanoğlu, M. (2005). Teaching English through Literature. Journal of Language and Linguistic Studies. Vol. 1, No. 1.The main focus of this article is to portray the significance of using literature as a teaching technique for basic language skills such as speaking, listening, writing, and reading.

Furthermore, this article shows how literature can be used to develop other language areas such as pronunciations, vocabulary, and grammar. The author of this article also examines the criteria that can be used to select suitable literary texts that can make a positive impact on the progress of learners in foreign language classes.

References

Bagherkazemi, M. & Alemi, M. (2010). Literature in the EFL/ESL classroom: consensus and controversy. Linguistic and Literary Broad Research and Innovation, Volume 1, Issue 1.

Belcher, D. & Hirvela, A. (2000). Literature and L2 composition: revisiting the debate. Journal of second language writing, 9(1), 21-39.

Broekkamp, H., Janssen, T. & Bergh, H. (2009). Is there a relationship between literature reading and creative Writing? Fourth Quarter, Volume 43, Number 4.

Erkaya, O. (2005). Benefits of using short stories in the EFL context. Retrieved on April 10, 2011 from

Ghasemi, P. (1998).The role of a Literature-based Program in the ESL Classroom. Dept of Foreign Languages and Linguistics College of Literature and Humanities .Shiraz University

Hişmanoğlu, M. (2005). Teaching English through Literature. Journal of Language and Linguistic Studies.Vol.1, No.1.

Kim, M. (2004). Literature Discussions in Adult L2 Learning. Language and Education Vol. 18, No. 2, pp.145-166.

Muthusamy, C., Mohamad, F., Ghazali, S. & Micheal, A.(2010). Enhancing ESL writing creativity via literature based language instruction. Studies in literature and language Vol.1, No.2. pp, 36-37.

Preston, W. (1982). Poetry Ideas in Teaching Literature and Writing to Foreign Students. Tesol Quarterly Vol. 16, No. 4.

Vandrick, S. (1996). Issues in Using Multicultural Literature in College Writing Classes ESL. Journal of second language writing, 5 (3), 253-269.

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