Ø developing learner autonomy by indicating that teacher is not the fount of knowledge
Ø stimulate students to interact with the texts creatively
Ø focusing on the text rather than about the text (does a detailed historical background really help?)
Ø the learner becomes an active agent rather than a passive recipient (teacher as the fount of knowledge)
Ø literature offers genuine samples, very wide range of styles, registers, and text-types with differing levels of difficulty
Ø literary texts are naturally designed as opinion-gap activities since the texts can never mean the same to two individual readers
Ø they are ‘genuine’ and are not meant as ‘trivial’ language-teaching inputs
Ø they are best ways to indicate language properties like ‘coherence’ and ‘text organisation’
Ø can indicate and clarify generic classification and its linguistic features
Ø can develop comparative and evaluative skills essential for tertiary level language learning
Ø can deal with syntactic, lexical, discoursal varieties that may not happen in a ‘constructed’ language activity
Ø can deal with cultural variability (literature in English is not limited to ‘British’ or ‘American’)
No comments:
Post a Comment