Engaging literary text to language exposure for foreign presentation
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This article shared the role of literary texts in bridging language exposure for EFL learners. This was presented in 1st International Conference on TEFL in Muhamadiah University, Purwokerto, Indonesia in 2009.
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Engaging literary text to language exposure for foreign presentation
- 1. By Mister Gidion Maru COTEFL, May 1-2, 2009 Purwokerto Engaging Literary Text to Language Exposure for Foreign English Learners
- 2. The goal of EFL is to communicate in English Learning English for years Facts: - fail to utter what needs to utter -able to speak but they can not meet the required grammar -confuse to apply English constructions practically and pragmatically in communication process
- 3. The intervention of students’ native language big class (overcrowded) an excessive low number of English as a foreign language contact hours per week, behavioral problems on the part of the students lack of resources, equipment and material teacher competence lack of sufficient support both from government and parents curriculum designed merely to meet grading system or other purpose
- 4. Solutions? Studying abroad Joining English courses Reading English book Conversation club
- 5. Literature can open “horizons of possibility, allowing students to question, interpret, connect, and explore” Nazia Hussain (2007: 115) Authentic material Cultural enrichment Language enrichment Personal involvement Language exposure for EFL learners Exposure refers to the contact that the learner has with the language that they are trying to learn
- 6. Hindrance that may block the successful use of literary text into foreign language class activities there are very few pedagogically-designed appropriate materials there is a lack of preparation in the area of literature teaching in EFL programs Third, there is the absence of clear-cut objectives defining the role of literature in EFL.
- 7. Approach to engage literary text for the purpose of EFL 1. The approach of bringing the literary text should be focused on the students’ interest as language learners. 2. The teacher’s function is not to fill learners by the knowledge of an omniscient teacher but as a guide and assistant for students. 3. the reception aesthetic theory and quite similarly the reader response theories are closely relevant ones. Literary text provides students as foreign language learners with more opportunities to express ideas, thought, and emotion in appropriate English.
- 8. THANK YOU