TEACHING LANGUAGE THROUGH LITERATURE
Keywords:
Inadequate training of teachers, challenges caused by use of figurative language, teaching cohesive ties, lack of training in the cognitive aspect, The art of creation, The specific aimsAbstract
Over recent decades, much linguistic effort has been devoted to style
and the teaching of literature, that is, to the pragmatic aspects of stylistic research to
raise sensitivity to the use of language in literature. Literature has returned to the
classroom and it is now taught again as part of language classroom activities.
Increasingly, literary texts are recognised as being a medium for teaching language
References
In cognitive psychology the image is viewed as a mental representation, as a picture
in the head. The “picture” is not a literal one, but rather a kind of “as if ” picture. That
is, imagery is a cognitive process that operates “as if ” one had a mental picture that
was an analogue of a realworld scene (Reber [1985] 1995: 358).
For due criticism of this approach, including cloze exercises, see McCarthy and
Carter([1994] 1995). “Instead of targeting words at essential random intervals
throughout the text and instead of deleting every nth word or instead of using the
exercise to test grammatical knowledge, it will be more productive to draw attention
to the specifically discourse properties of the text” (op. cit.: 76).
To be fed up (with something or someone) means to be unhappy or bored and
dissatisfied (Longman Dictionary of English Idioms 1979: 108)
