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Teaching English Through Literature

Bu makale günümüzde hem temel dil becerilerinin (okuma, yazma, dinleme ve konuşma) hem de dilalanlarının (sözcükbilgisi, dilbilgisi ve telaffuz) öğretiminde sevilen bir teknik olarak edebiyatın kullanımınıvurgulamayı amaçlamaktadır. Dil öğretmenlerinin edebi metinleri kullanmalarının ve seçmelerinin temelinioluşturan sebepleri ve ölçütleri okuyucuya tanıtmak amacıyla, yabancı dil sınıfında edebi metinlerkullanmanın sebepleri ve yabancı dil sınıflarında uygun edebi metinler seçmenin temel ölçütlerivurgulanmaktadır. Üstelik, edebiyat ve dil becerileri öğretimi, farklı edebiyat türlerinin (şiir, kısa öykü, dramave roman) dil öğretimine yararları ve edebiyat ile İngilizce öğretimi alanında dil öğretmenleri tarafındankarşılaşılan bazı sorunlar (TESL / TEFL programlarındaki edebiyat öğretimi alanındaki hazırlığın yetersizliği,ESL / EFL programlarında edebiyatın rolünü tanımlayan açık amaçların yokluğu, dil öğretmenlerinin edebiyattemeline ve eğitimine sahip olmayışı, dil öğretmenleri tarafından sınıf bağlamında kullanılabilecek eğitselolarak tasarlanmış uygun materyallerin yokluğu) ele alınıyor

Anahtar Kelimeler:

Edebiyat, Edebiyat Öğretimi, Dil Becerileri Öğretimi, Yabancı Dil Öğretimi, Edebi Yeti

This paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and pronunciation) in our times. Reasons for using literary texts in foreign language classroom and main criteria for selecting suitable literary texts in foreign language classes are stressed so as to make the reader familiar with the underlying reasons and criteria for language teachers’ using and selecting literary texts. Moreover, literature and the teaching of language skills, benefits of different genres of literature (i.e. poetry, short fiction, drama and novel) to language teaching and some problems encountered by language teachers within the area of teaching English through literature (i.e. lack of preparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectives defining the role of literature in ESL / EFL, language teachers’ not having the background and training in literature, lack of pedagogically-designed appropriate materials that can be used by language teachers in a classroom context) are taken into account.

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Murat Hişmanoğlu is an instructor at Ufuk University, English Preparatory School.

E-mail: hismanoglu@ufuk.edu.tr