Literature in the foreign language classroom: students' and teachers' views on learner motivation, reading habits and skills, and the role of the teacher

Covarino, Giulia (2019). Literature in the foreign language classroom: students' and teachers' views on learner motivation, reading habits and skills, and the role of the teacher. University of Birmingham. Ph.D.

Preview

Covarino2019PhD.pdf
Text - Accepted Version
Available under License All rights reserved.
Download (5MB) | Preview

Abstract

Although many scholars have emphasised the value of literature as authentic and motivating material to be deployed in the FL (foreign language) classroom, it seems that a sense of unease still exists amongst practitioners. Literature is often absent in FL courses based on the claim that it is too linguistically and culturally difficult. Proceeding from the recognition that a difference exists between the theory and the practice of integrating literature in FL courses, this qualitative study investigates practitioners’ views about literature’s role in motivating learners, promoting their reading habits and skills in the FL and about the role of the teacher when literary texts are deployed. Findings confirm the potential of literature to enhance motivation, promote the development of reading skills and boost students’ desire to read further in a FL; however, they reveal that such potential often remains unrealised in the FL classroom. The role of teachers in terms of beliefs about, knowledge of and approach to using literary texts for FL learning emerges as crucial. Findings also highlight the relevance of FL extensive reading skills for students’ positive response to literature, suggesting that a deeper understanding of how these work and can be taught should complement teaching practice.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):