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Chapter 1: Introduction to Literature
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Chapter 1: Introduction to Literature
1.1 Preamble 1.2 What is literature? 1.3 Genres of literature
1.4 Why use literature in the ESL class? 1.5 Maleys reasons for
using literature in the ESL context 1.6 Reasons for not using
literature in the ESL classroom
Key Words Summary References
Upon completion of this chapter, you should be able to:
Define what is literature
Explain the different genres in literature
Justify the teaching of literature in the ESL classroom
C Chapter 1: Introduction to Literature Chapter 2: Literature
and Language Teaching Chapter 3: Teaching Poetry Chapter 4:
Teaching Short Stories 5 Chapter 5: Teaching Drama Chapter 6:
Teaching Novels Chapter 7: Literature Circles Chapter 8: Childrens
Literature Chapter 9: Literature in Malaysia
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Chapter 1: Introduction to Literature
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This chapter introduces the meaning of literature and the
different genres in literature prose, poetry and drama. Also
discussed are justifications for using literature in the ESL
classroom
and also some objections to its use.
Literature originates from Latin litterae which means the art of
written work or "things
made from letters". Broadly speaking, "literature" is used to
describe anything from creative
writing to more technical or scientific works, but the term is
most commonly used to refer to
works of the creative imagination such as works of poetry,
drama, fiction, and nonfiction.
Merriam-Webster Dictionary defines literature as:
written works (such as poems, plays, and novels) that are
considered to be very good and to have lasting importance
books, articles, etc., about a particular subject
1.2 What is Literature?
1.1 Preamble
Literature consists of writings which are sophisticated,
serious, dry, or heavy, hence boring. Literature is almost always
impossible to understand because it uses many difficult, flowery,
or bombastic words. When we study literature, we try to find out
the underlying or hidden meanings and messages which we assume the
author is trying to convey to his/her readers. Literature is good
writing which English teachers should get their students to read
and appreciate.
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Chapter 1: Introduction to Literature
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printed materials (such as booklets, leaflets, and brochures)
that provide information about something
The Free-Dictionary defines literature as:
writing in prose or verse regarded as having permanent worth
through its intrinsic excellence.
the entire body of writings of a specific language, period,
people, etc.
the writings dealing with a particular subject.
the profession of a writer or author.
literary work or production.
any kind of printed material, as circulars, leaflets, or
handbills.
Archaic. literary culture; appreciation of letters and
books.
Encyclopedia Britannica defines literature as a body of written
works. The name has
traditionally been applied to those imaginative works of poetry
and prose distinguished by the
intentions of their authors and the perceived aesthetic
excellence of their execution. Literature
may be classified according to a variety of systems, including
language, national origin,
historical period, genre, and subject matter.
Literature represents the culture and tradition of people. It
introduces us to new worlds of
experience. We enjoy the comedies and the tragedies of poems,
stories, and plays; and we
may even grow and evolve through our literary journey with
books.
Ultimately, we may discover meaning in literature by looking at
what the author says and
how he/she says it. We may interpret the author's message
through the use of literary theory.
Literature is important to us because it speaks to us, it is
universal, and it affects us. Even
when it is ugly, literature is beautiful.
In short, literature is the art of written works. It is the body
of written works of a period or
culture. Literature is published in written works in a
particular style or particular subject.
Literature is the mirror of life. Our lives and all the subjects
that are related to our lives can
be the subject matters or elements of literature. So we can get
the touch with our lives
through literature.
The following are different ways in which the word literature is
used:
She took courses in history and literature. Her education gave
her an appreciation for great literature. He's an expert in
Malaysian literature. The literature of the Renaissance period
Studies in different Asian literatures Can you send me some
literature about your product?
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Chapter 1: Introduction to Literature
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Genre, is a French word which means "kind" or "sort" which
originates from Latin word
genus to mean category. It is used to refer to different
categories of literature, paintings, films, dance and music based
on some set of stylistic criteria. Genres are formed by
conventions that change over time as new genres are invented and
the use of old ones are
discontinued. Often, works fit into multiple genres by way of
borrowing and recombining
these conventions. Sometimes forms are used interchangeably to
define genre.
Genre is used as a label for a particular type of work that
enables a reader to know what to
expect. For example, if a particular written work is classified
as poetry, then the reader will expect certain styles or
characteristics of poetry which is different from a short story.
Genre is a category characterised by similarities in style, or
subject matter. Genre should not be
confused with age category, by which literature may be
classified as either adult, young-adult, or children's. They also
must not be confused with format, such as graphic novel or
picture book. The distinctions between genres and categories are
flexible and loosely defined,
often with subgroups. While are several approaches in
classifying genres in literature, the
following is one approach (see Figure 1.1)
Figure 1.1 Genres in Literature
A) PROSE
Consists of those written within the common flow of conversation
in sentence and
paragraphs. Prose is a form of language which applies ordinary
grammatical structure and
natural flow of speech rather than rhythmic structure (as in
traditional poetry). The following
are different types of prose:
1.3 Genres of Literature
Genres in Literature
PROSE POETRY DRAMA
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Chapter 1: Introduction to Literature
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NOVEL: This is long narrative divided into chapters. The
events
are taken from to life storiesand spam long period of time. e.g.
To Kill a Mockingbird by Lee Harper, The Return by K.S. Maniam
(see picture).
ANECDOTES: A merely product of the writers imagination and the
main aim is to bring out lessons to the readers and attitudes.
ESSAY: This is expresses the viewpoint of the writer about a
particular problem or event.
A BIOGRAPHY is a book giving an account of a person
considered famous or a celebrity written by another person
other
than themselves, e.g. Tunku: His Life and Times by Mubin
Sheppard (see picture). An AUTOBIOGRAPHY is a book written
by a person on their own life. Both explain events in relation
to
their childhood, youth and adulthood. .
NEWS: Is Report of everyday events in society, government,
science and industry and accidents, happening nationally or
not.
ORATION: A formal treatment of a subject and is intended to
be
spoken in public. It appeals to the intellect, to the will or to
the
emotions of the audience.
MYTHOLOGY is a type of legend or traditional narrative. This is
often based in part on
historical events, that reveals human behaviour and natural
phenomena by its symbolism;
often pertaining to the actions of the gods. A body of myths, as
that of a particular people or
that relating to a particular person.
FOLKTALE is a story that has been passed down, usually
orally, within a culture. It may be based on superstition
and
feature supernatural characters. Folktales include fairy
tales,
tall tales, trickster tales and other stories passed down
over
generations
FABLES: These are also fictitious, they deal animals and
imitate things that speak and act like people, and their
purpose
is to enlighten the minds of children to events that can
mould
their ways and attitudes . e.g. Aesops Fables (see picture).
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Chapter 1: Introduction to Literature
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SCIENCE FICTION stories examine how science and
technology affect the world. The books often involve fantasy
inventions that may be reality in the future, e.g. Journey to
the
Center of the Earth by Jules Verne (see picture).
LEGENDS: These are fictitious narratives handed down over
generations and is believed to be based on history, though
it
typically mixes fact and fiction. The hero of a legend is
usually a human, e.g. King Arthur and the Roundtable
FANTASAY NOVELS are often set in worlds much different from our
own and usually
include magic, sorcery and mythical creatures. e.g. The Harry
Potter series by J. K. Rowling
SHORT STORY: It is a narrative involving one or more
characters, one plot and one single impression. . e.g. The Pearl
by John Steinbeck (see picture)
B) POETRY
Comes from the Greek word poiesis broadly to mean create or
make, seen also in such terms as hemopoiesis, more narrowly, the
making of poetry. It is refers to those expressions
in verse, with measure and rhyme, line and stanza and has a more
melodious tone. Poetry
aims to instruct the reader, provide pleasure to the reader and
to uplift the reader to some
higher insight or meaning. The following are different types of
poetry:
1. NARRATIVE POETRY - describes important events in life real or
imaginary.
Epic: An extended narrative about heroic exploits often under
supernatural control. It may deal with heroes and gods.
Metric Tale: A Narrative, which is written in verse and can be
classified either as a ballad or as a metrical romance.
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Chapter 1: Introduction to Literature
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Ballads: Of the narrative poems, this is the shortest and
simplest. It has a simple structure and tells of a single
incident.
2. LYRIC POETRY - refers to that king of poetry meant to be song
to the
accompaniment of a lyre, but now this applies to any type of
poetry that expresses
emotions and fillings of the poet.
Folksong - These are short poems intended to be sung. The common
theme is love, despair, grief, doubt, joy, hope and sorrow.
Sonnets A lyric poem of 14 lines dealing with an emotion, a
feeling of an idea. e.g. Sonnet 18 by William Shakespeare (see
picture above)
Elegy - This is a lyric poem, which express feelings of grief
and melancholy and whose theme is death.
Ode - A poem of noble feeling, expressed with dignity, with no
definite syllables or definite number of lines in a stanza.
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Chapter 1: Introduction to Literature
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B) DRAMA
Drama, is simply a work that is written to be performed on
stage by actors. From the Greek dran, meaning "to do,"
drama is thought to have developed from ancient religious
ceremonies. For instance, Greek comedy is traced to
ancient fertility rites. Tragedy (which comes from the Greek
word for "goat song") can be traced back to sacrificial
rituals. The term play has come to mean drama written
exclusively for performance, while the "loftier" term drama,
is commonly reserved for works that are considered to be
more serious works. The following are different types of
drama.
COMEDY - It is comes from the Greek komos meaning festivity or
revelry. This is usually light and written with the purpose of
amusing, and usually has a happy ending.
MELODRAMA - It is usually used in musical plays with opera. It
arouses immediate and
intense emotions and is usually sad but there is
a happy end ing for the principal character.
TRAGEDY - Involves the hero struggling mightily against dynamic
forces; he meets
death or ruin without success and satisfaction
obtained by the protagonist in a comedy.
FARCE - Exaggerated comedy, situations are too ridiculous to be
true; and the characters seem to be caricatures and the motives
undignified and absurd.
a) What is literature? b) What do you mean by genre? c) State
the difference between prose, poetry and drama. d) Discuss the
different types of prose. Give an example for each type. e) List
the different types of poems. f) Explain the different types of
drama.
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Chapter 1: Introduction to Literature
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Using literature in the ESL classroom has gaining momentum.
Language educators have been
debating as to how, when, where, and why literature should be
incorporated in the ESL
curriculum. Discussion of how literature and ESL instruction can
work together and interact
for the benefit of students and teachers has lead to the
proposal of interesting ideas on
learning and instruction. Many teachers consider the use of
literature in language teaching as
an interesting and worth considering (Sage 1987).
Why should a language teacher use literary texts in the language
classroom?
What sort of literature texts should be use for teaching of
language skills?
What are the benefits of using different genres of literature to
teach language?
The use of literature in teaching the four basic language skills
(i.e. reading, writing, listening
and speaking) and language areas (i.e. vocabulary, grammar and
pronunciation) gaining
prominence in many countries where English is taught as second
language. Why do you think
literary texts such as short stories, poetry and drama are used
to teach English? According to
Collie and Slater (1990), there are FOUR MAIN REASONS which has
led language
teachers to use literature in the classroom (see Figure
1.3).
Figure 1.2 Reasons for Literature in the Language Classroom
1) Real World Material
Most works of literature are not created for the primary purpose
of teaching a language.
Teachers who have incorporated literature in the language
classroom realise their potential
because students are introduced to real life or real life like
settings. For example, Aesops Fables are used in the primary
school, the values learned from the fables can be applied to
the
daily life of students. In addition, by using literary texts,
students learn to cope with language
which intended for native speakers (but there are several
literary works written in English by
1.4 Why Use Literature in the ESL Classroom?
Why LITERATURE?
R Real World Material
R Cultural Enrichment
R Language Enrichment
R Personal Involvement
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Chapter 1: Introduction to Literature
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Malaysians for Malaysians). They learn different linguistic
forms, communicative functions
and meanings.
2) Cultural Enrichment
It cannot be denied that most of the literary works in English
originate from England, the
United States and Australia. However, in most countries where
English is taught as a second
language, there is a growing body of local literature written in
English such as Malaysian
literature in English, African literature in English, Indian
literature in English, Arab literature
in English and so forth.
The teacher has the choice of using American, English or
Australian literary works or local
literary works in English Malaysian literature in English. Using
literary works from other countries such as novels, plays and short
stories facilitate understanding how communication
takes place in that country. Though the world of a novel, play,
or short story, learners gain an
insight into characters from different cultural backgrounds with
their unique customs,
traditions, feelings, beliefs, fears, what they enjoys, values,
habits and way of thinking,
Literature is perhaps best regarded as a complement to other
materials used to develop the
second learners understanding into the country whose language is
being learned. Also, literature adds a lot to the cultural grammar
of the learners.
3) Language Enrichment
Literature provides learners with a wide range of individual
lexical or syntactic items.
Students become familiar with many features of the written
language, reading a substantial
and contextualized body of text. They learn about the syntax and
discourse functions of
sentences, the variety of possible structures, the different
ways of connecting ideas, which
develop and enrich their own writing skills. Students also
become more productive and
adventurous when they begin to perceive the richness and
diversity of the language they are
trying to learn and begin to make use of some of that potential
themselves. Thus, they
improve their communicative and cultural competence in the
authentic richness, naturalness
of the authentic texts.
4) Personal Involvement
Literature can be useful in the language learning process owing
to the personal involvement it
fosters in the reader. Once the student reads a literary text,
he or she is drawn into the text.
Understanding the meanings of lexical items or phrases becomes
less significant than
pursuing the development of the story. The student becomes
enthusiastic to find out what
happens as events unfold via the climax; he or she feels close
to certain characters and shares
their emotional responses. This can have beneficial effects upon
the whole language learning
process.
ln short, the students are engaged in the plot that they pay
little attention to or even forget
about the difficulties they might have regarding vocabulary or
any other aspects of the target
language. Somehow, they become more worried about understanding
the s tory, which
actually becomes part of their concern. It works as if a person
were trying to understand a
movie he/she is not able to d ecode the language. The desire to
unde rstand and become part
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Chapter 1: Introduction to Literature
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of the context is infuriating that it helps the learners to
overcome language obstacles. Again,
the instructor's involvement is of extreme importance. Hence,
heishe needs to carefully
choose what is to be read, "for it is a t this point that the
difference between the expectations
of the teacher and those of his disciples become painfully
Maley (2001) lists further SEVEN reasons for regarding
literature as a potent resource in the
language classroom as follows:
1. Universality Because we are all human beings, the themes
literature deals with are common to all cultures despite their
different way of treatment - Death, Love,
Separation, Belief, Nature ...the list is familiar. These
experiences all happen to
human beings.
2. Non-triviality Many of the more familiar forms of language
teaching inputs tend to trivialize texts or experience. Literature
does not trivialise or talk down. It is about
things which mattered to the author when he wrote them. It may
offer genuine as well
as merely authentic inputs.
1.5 Maleys Reasons for Using Literature in the ESL Classroom
a) Literature is regarded as real world material. How does it
help in learning English among second language learners?
b) How do literary works encourage learners to understand the
culture of the setting in the story, drama or poem?
c) How do literature enrich language learning? d) Do you agree a
reader can get personally involved in the text he or she reads?
Universality Non-triviality Personal Relevance
Variety Interest Economy & Suggestive Power
Ambiguity
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Chapter 1: Introduction to Literature
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3. Personal Relevance Since it deals with ideas, things,
sensations and events which either constitute part of the readers
experience or which they can enter into imaginatively, they are
able to relate it to their own lives.
4. Variety Literature includes within it all possible varieties
of subject matter. It is, in fact, a battery of topics to use in
English language teaching. Within literature, we can
find the language of law and of mountaineering, of medicine and
of bull-fighting, and
nursery talk.
5. Interest Literature deals with themes and topics which are
intrinsically interesting, because part of the human experience,
and treats them in ways designed to engaged
the readers attention.
6. Economy and suggestive power One of the great strengths of
literature is its suggestive power. Even in its simplest forms, it
invites us to go beyond what is said to
what is implied. Since it suggests many ideas with few words,
literature is ideal for
generating language discussion. Maximum output can often be
derived from
minimum input.
7. Ambiguity As it is highly suggestive and associative,
literature speaks subtly different meanings to different people. It
is rare for two readers to react identically to
any given text. In teaching, this has two advantages.
The first advantage is that each learners interpretation has
validity within limits.
The second advantage is that an almost infinite fund of
interactive discussion is guaranteed since each persons perception
is different. That no two readers will have a completely convergent
interpretation establishes the tension that is
necessary for a genuine exchange of ideas.
Apart from the above mentioned reasons for using literature in
the foreign language class,
one of the main functions of literature is its sociolinguistic
richness. The use of language
changes from one social group to another. Likewise, it changes
from one geographical
location to another. A person speaks differently in different
social contexts like school,
hospital, police station and theatre (i.e. formal, informal,
casual, frozen, intimate styles
speech).
The language used changes from one profession to another (i.e.
doctors, engineers,
economists use different terminology). To put it differently,
since literature provides students
with a wide range of language varieties like regional dialects,
jargon, differences because of
socio-economic status and so forth.
Povey (19727), in summarizing the aims of using literature in
ESL classes, argues that
"literature will increase all language skills because literature
will extend linguistic knowledge
by giving evidence of extensive and subtle vocabulary usage, and
complex and exact syntax."
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Chapter 1: Introduction to Literature
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While several reasons have been put forward on why literature
should be part of the ESL
curriculum, there are language educators think otherwise? The
following are common
arguments AGAINST USING LITERATURE:.
First, since one of our main goals as ESL teachers is to teach
the grammar of the language, literature, due to its structural
complexity and its unique language, does
little to contribute to this goal. For example, the language of
poetry may violate
grammar rules and may confuse the learner
Second, the study of literature will contribute nothing to
helping our students meet their academic and/or occupational goals.
However, if literature helps one with
their reading fluency, then literature can contribute to their
occupation in later life
Finally, literature often reflects a particular cultural
perspective; which may be be quite difficult for students. Others
argue that by knowing the culture of another
community through its literature, people may be more tolerant
and appreciative of
the community.
These arguments certainly need to be addressed if we are to
reach a decision as to whether or
not to use literature.
KEY WORDS
Literature Genre Prose Poetry Drama
Language enrichment Cultural enrichment Universality Ambiguity
Non-triviality
1.6 Reasons for Not Using Literature in the ESL Classroom
a) What are Maleys arguments for using literature in the ESL
classroom? b) What are the reasons for not using literature in the
ESL context?
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Chapter 1: Introduction to Literature
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SUMMARY
Literature originates from Latin litterae which means the art of
written work or "things made from letters".
Literature are written works (such as poems, plays, and novels)
that are considered to be very good and to have lasting
importance.
Genre, is a French word which means "kind" or "sort" which
originates from Latin word genus to mean category.
Genre is used as a label for a particular type of work that
enables a reader to know what to expect.
Prose is a form of language which applies ordinary grammatical
structure and natural flow of speech rather than rhythmic structure
(as in traditional poetry).
Drama originates from the Greek dran, meaning "to do," drama is
thought to have developed from ancient religious ceremonies.
Drama, is simply a work that is written to be performed on stage
by actors.
Poetry comes from the Greek word poiesis broadly to mean create
or make, seen also in such terms as hemopoiesis, more narrowly, the
making of poetry.
Poetry refers to those expressions in verse, with measure and
rhyme, line and stanza and has a more melodious tone.
Teachers who have incorporated literature in the language
classroom realise their potential because students are introduced
to real life or real life like settings.
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Chapter 1: Introduction to Literature
15
REFERENCES
Collie, J. and S. Slater. 1990. Literature in the Language
Classroom: A Resource Book of
Ideas and Activities. Cambridge: CUP.
Himanolu, M. (2005), Teaching English Through Literature.
Journal of Language and Linguistic Studies. 1(1), April.
Maley, A. 1989. Down from the Pedestal: Literature as Resource
in Literature and the
Learner: Methodological Approaches. Cambridge: Modern English
Publications.
Maley, A. (2001). Literature in the Language Classroom. in R.
Carter and D.Nunan (eds.).
The Cambridge Guide to TESOL (pp. 180-185). Cambridge: Cambridge
University Press
McKay, Sandra (1982). Literature in the ESL Classroom. TESOL
Quarterly. 16 (4).
December.