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Literature and Language Learning in the EFL Classroom

  • Book
  • © 2015

Overview

Editors:
  1. Masayuki Teranishi

    1. University of Hyogo, Japan

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    You can also search for this editor in PubMed   Google Scholar

  2. Yoshifumi Saito

    1. The University of Tokyo, Japan

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    You can also search for this editor in PubMed   Google Scholar

  3. Katie Wales

    1. University of Nottingham, UK

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xxi
    Download chapter PDF

  2. Introduction

    1. Introduction

      • Masayuki Teranishi, Yoshifumi Saito, Katie Wales
      Pages 1-10

  3. Current Issues and Suggestions for New Approaches

    1. Front Matter

      Pages 11-11
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    2. Recent Developments in Uses of Literature in Language Teaching

      • Geoff Hall
      Pages 13-25

    3. Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan

      • Kazuko Takahashi
      Pages 26-40

    4. Bridging the Gap between L1 Education and L2 Education

      • Aiko Saito
      Pages 41-60

    5. From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary Appreciation and Creative Writing in ELT

      • Yoshifumi Saito
      Pages 61-74

    6. Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as a Language Learning Tool

      • Michael Burke
      Pages 75-93

    7. Playing with Words and Pictures: Using Post-modernist Picture Books as a Resource with Teenage and Adult Language Learners

      • Gillian Lazar
      Pages 94-111

  4. Empirical and Case Studies

    1. Front Matter

      Pages 113-113
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    2. Achievement Tests for Literary Reading in General EFL Reading Courses

      • Takayuki Nishihara
      Pages 115-130

    3. A Stylistic Approach to Digital Texts: Teaching Literary Texts through New Media

      • Soichiro Oku
      Pages 131-139

    4. The Effects of Literary Texts on Students’ Sentence Recognition: Translation Tasks and Comprehension Tasks

      • Tomohide Ishihara, Akira Ono
      Pages 140-150

    5. Benefits of Teaching Speech/Thought Presentation: Developing Language Awareness through Reading Austen and Eliot

      • Tetsuko Nakamura
      Pages 151-166

    6. Teaching English Novels in the EFL Classroom

      • Masayuki Teranishi
      Pages 167-181

    7. Using Short Stories in University Composition Classrooms

      • Kyoko Kuze
      Pages 182-196

    8. Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communicate in a Second Language

      • Kiyo Sakamoto
      Pages 197-211

    9. Literary Reading Circles and Short Essay Activities for English Learning among Medical Students

      • Yuka Kusanagi
      Pages 212-228

    10. The Role of Literature in Foreign Language Learning

      • Masako Nasu
      Pages 229-247

    11. The First Step towards a Critical Perspective: The Practice of Evidence-Based Explanation of a Literary Text in Book Clubs

      • Hiroko Sugimura
      Pages 248-259
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Keywords

About this book

This book examines how literary texts can be incorporated into teaching practices in an EFL classroom. It takes a multi-faceted approach to how English language teaching and learning can best be developed through presentation and exploration of literary texts.

Reviews

“This volume more than fulfils its aims, providing valuable insights into and confirming the merits of using literature in EFL contexts. As such, it is an important and relevant contribution to a thriving discipline and thus well worth reading.” (Cliff Kast, Reading in a Foreign Language, Vol. 29 (2), October, 2017)
“Literature and Language Learning in the EFL Classroom is a volume of articles on the subject of using literature in EFL teaching. … Literature and Language Learning in the EFL Classroom has something for teachers in different teaching contexts and with different pedagogical approaches, providing plenty of inspiration for readers to try out new methods and activities for students of varying levels of language proficiency.” (Scott Bean, JALT Journal, Vol. 39 (1), May, 2017)


Editors and Affiliations

  • University of Hyogo, Japan

    Masayuki Teranishi

  • The University of Tokyo, Japan

    Yoshifumi Saito

  • University of Nottingham, UK

    Katie Wales

About the editors

Michael Burke, University College Roosevelt, Utrecht University, Netherlands Ronald Carter, University of Nottingham, UK Motoko Fukaya, Tsurumi University, Japan Geoff Hall, University of Nottingham, Ningbo, China Tomohide Ishihara, Aichi University, Japan Yuka Kusanagi, Gunma University, Japan Kyoko Kuze, Ueno Gakuen University, Japan Marina Lambrou, Kingston University, UK Gillian Lazar, Middlesex University, UK Tetsuko Nakamura, Komazawa University, UK Masako Nasu, Okayama University, Japan Takayuki Nishihara, Prefectural University of Hiroshima, Japan Soichiro Oku, Kanto Gakuin University, Japan Akira Ono, Hiroshima University, Japan Aiko Saito, Setsunan University, Japan Yoshifumi Saito, University of Tokyo, Japan Kiyo Sakamoto, Doshisha University and Ryukoku University, Japan Mark D. Sheehan, Hannan University, Japan Hiroko Sugimura, Okayama Prefectural University, Japan Kazuko Takahashi, Meisei University, Japan Masayuki Teranishi, University of Hyogo, Japan Katie Wales, University of Nottingham, UK

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