Titlebook: Literature and Language Learning in the EFL Classroom; Masayuki Teranishi,Yoshifumi Saito,Katie Wales Book 2015 The Editor(s) 2015 communi

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Literature and Language Learning in the EFL Classroom978-1-137-44366-3

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Recent Developments in Uses of Literature in Language Teachingr poorly formulated sentences and sections, but also, more positively, to review activity in an undoubtedly very active field over the last ten years, 2004–2014. My survey in this chapter is necessarily selective and partial, but attempts to identify, with salient examples, some major ongoing develo

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Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japansch and Kramsch, 2000; Maley, 1990; Schultz, 2002; Simpson, 1997). Maley (1990: 3), for example, says that ‘[during] the period of structural dominance, literature found itself side-lined’ and that ‘[for] a time the new functional-notional communicative movement also ignored literature’. He goes on

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Bridging the Gap between L1 Education and L2 Educationsharing the common ground of language education, teachers of L1 and L2 in Japan spend little time studying each other’s fields either during or after their training periods. Furthermore, they belong to different professional and academic groups, and rarely have opportunities for learning from each o

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From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary long time, that ELT in Japan had languished because of its excessive emphasis on rote-learning-based grammatical understanding, reading comprehension, translation and, above all, literary appreciation. This assumption has been challenged and partially invalidated by some of the latest studies by Jap

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Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as and conceptual metaphor (see, for example, Boers, 2000; Chen and Lai, 2011; Deignan et al., 1997; Gao and Meng, 2010; Hall, 2012; Lazar, 1996; Littlemore, 2004; Littlemore and Low, 2006). The same might be said of stylistics, as it too is a fruitful area for L2 and EFL research (see, for example, Bur

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Playing with Words and Pictures: Using Post-modernist Picture Books as a Resource with Teenage and Ample, Carter and McRae, 1996; Duff and Maley, 1990; Hall, 2005; Paran, 2006; Parkinson and Reid Thomas, 2000). While much of the academic literature and many classroom materials have generally conceived of literary texts as poems, short stories, novels and plays, Paran (2006) argues that many classr

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Achievement Tests for Literary Reading in General EFL Reading Courses Japanese university, where learners at different English proficiency levels are enrolled. Although the use of literary texts for foreign language teaching has been examined in various contexts, most investigations reported in the literature have been done from a teaching perspective, presenting tea

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