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Students who have had to accomplish a rangę of tasks and activities centred on a literary text may come to be morę personally familiar with that text. The effort they have brought to it will sharpen their own response, and it is morę likely that they will want to extend their understanding of it by personal reading at home.

5.9. Using the target language

One of the principles of the work with literaturę in classroom is that of using the target language with the rangę of activities chosen. We want to give leamers the maximum chance of entering the universe of any selected book. This will be facilitated if they try to put themselves imaginatively into the target situation. The main difficulty with this approach is that some leamers may not yet possess the richness of vocabulary and structure in which to present their response in the target language. There are a number of ways in which students can be helped express this response either non-verbally or by making a limited linguistic repertoire go a long way. If, however, in the discussion following a shared activity there is a reversion to the native language, this should not be considered a disaster. First of all, it indicates that the leamers are enjoying the task, and then it shows that learners are making use of their knowledge and experience associating them with the new language.

5.10. Integrating language and literaturę

The overall aim of this approach to the teaching of literaturę is to let the student derive the benefits of communicative and other activities for language improvement within the context of suitable works of literaturę. Sharing literaturę with students is a stimulus to their acąuiring these benefits, providing the teacher makes a balanced selection of activities.

Used sources

Brumfit, C.J. and R.A.Carter (eds.) 1986. Literaturę and Language Teaching. Oxford: Oxford University Press.

Collie, J. and S.Siater. 1987. Literaturę in the Language Classroom. Cambridge: Cambridge University Press.