The possibility of improving language acquisition through literature has been underlined by various authors, even though, lately, theorists' attention shifted to the empirical investigation of these advantages, underlying the lack of studies which could confirm the positive effects of using literature in language classes, especially in high school contexts. In fact, theorists have dealt with literature in the FL classroom as logically and intuitively valuable but have rarely empirically demonstrated its value. Taking into account this research gap, we demonstrate that the teaching of literature can be both enjoyable and beneficial in enabling students to better identify meanings in texts as well as to develop their linguistic competences. Through textual analysis, we want to provide a model aimed at integrating language and literature effectively using a motivating method that can enrich students' understanding of literature and develop their linguistic and socio-cultural competences.
Considering the educational field and the intent of our work, we aim at appraising the advantages of the theoretical studies that have purported the teaching of the foreign language through literature into practice by designing a lesson plan dealing with topics that could be interesting and compelling for students attending high school, and that could motivate them, such as bullying and cyberbullying. Moreover, we will discuss the outcomes of the survey where we collected and analysed students' opinions before and after presenting a lesson plan focused on some passages from a drama. The paradigm of the investigation draws on a qualitative enquiry, in fact, we administer pre-tests and post-tests based on a 5-points Likert-type scale to gather students' opinions. The obtained data are analysed statistically. Through our analysis, we will also indicate how students' views towards the use of plays in EFL classes changed so that they could perceive this genre as beneficial.
Through the empirical analysis of the advantages of using literary texts for foreign language learning, our findings suggest that the use of plays for foreign language learning represents a source of motivation and a useful tool for developing interpretative skills and linguistic competences. Through an integrated approach, that mainly considers the precepts of the communicative approach and the affective-humanistic approach, our intent is also to show that language teaching should be regularly scheduled through learning units that have a direct functional application through authentic tasks and task-oriented activities.
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Duncan, & Paran. (2017). The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context. UCL, University College.
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