Using literary texts in language teaching

The paper presents the potential value of using literature grammar in teaching language practice skills and criteria for selecting suitable text materials in an extra-curricular program for first-year students in the Department of Linguistics. English Language and Culture, University of Foreign Languages.

VNU Journal of Science, Foreign L anguages 24 (2008) 120*126

Using literary texts m language teaching

N g u y e n T h i T h o m T h o m *

D epartm ent o f E nglish - A m erican Language and C ulture, College o f Foreign Languages,

Vietnam N ational U niversitỵ, Hanoi, Pham Van Dong Street, Cau Ciaỵ, Hanoi, Vietnam

Received 29 Pebrtỉary 2008

A b s tr a c t T h e w r i t i n g r e v i e w s t h e p o t e n t i a l v a lu e o f u s in g lilc r a r y te x ts in l a n g u a g e te a c h in g , a n d

c r ite r ia f o r t h e te x t s e le c tio n a n d s o m e p o s itiv e g a in s , w h ic h h e l p s E n g lis h l a n g u a g e le a c h c r s tc a c h

v a r io u s s k ills f o r t h e fir s t y e a r s t u d e n t s a t Ih o D e p a r tm e n i o f E n g lis h - A m e r ic a n L a n g u a g e a n d

C u ltu r e , U n iv e r s ity o f L a n g u a g iis a n d I n te r n a tio n a l S h id ie s , V N Ư T h e d is c u s s io n is o f g r e a t

im p o r t a n c e in m a k i n g t h e le s s o n s m o r e in te r e s tin g a n d p ra c tic a l a s it w ill e íío c tỉv e ỉy h e lp s t u d e n t s

in d e v e l o p i n g t h e i r l a n g u a g e s k ills , t h e i r in s p ir a tio n in s t u d y a n d a ls o th e i r a ^ n f id e n c c a n d

in te r a c tio n w i t h l i t e r a r y te x ts , w h ic h s u p p l e m e n t th e m a in o b je c tiv e s o f th e c o u rs e A lso , th e artícltì

p r e s e n t s p e d a g o g i c p r a c tic e s a n d s e v e r a l s u g g e s te d a c tiv itie s w h ic h c a n b e u s e d f o r f r e s h m e n a t th e

D o p a r tm c n t a n d in o t h e r l a n g u a g e c la s s r o o m s a s w ell.

1 In tro d u c tio n

The 1980 d e c a d e sa w a re m a rk a b le

revival of in te re st in lite ra tu re in lan g u ag e

c o u r s e s M a n y r p s e a r r h P F s r i a i m t h a t

literatu re h a s cre a ie d a fresh a n d im p ressiv e

a tm o sp h ere in w h ic h n e v e r b e fo re h av e

literary texts b e e n a s h ig h ly re g a rd e d as o n e

of the m o st v a lu a b le re so u rc e s a v a ila b le in

EFL classroom s In th is article, th e a u th o r has

intention of s h a rin g h e r o w n e x p e rie n c e of

using lite ra tu re in tea c h in g la n g u a g e skills

for first y e a r s tu d e n ts in E n g lish D e p a r tm e n t

C ollege of F o reig n L a n g u a g e s-V ie tn a m

N atio n al U n iv e rsity (CFL-V N U ) A lso, so m e

su g g e sted activ ities a re p re se n te d to s u p p o rt

th e p racticality of e x p lo itin g lite ra ry tex ts in

lan g u ag e teaching

•T e l: 844-7911325

E -m ail: ỉ h o m t h o m n g u y e n th j® y a h o o c o m

2 T h e p o te n tia l v a lu e o f u s in g lite rd iy texts

in la n g u a g e teach in g

T he idea o f u sin g lite ra ry tex ts in EFL claữoroom ia s u p p o rte d by Gaikđỉa [\]

w h o s e p a p e r e x a m i n e s th o ro u g h ly t h e p r o s

a n d cons o f u sin g lite ra tu re in an EFL classroom T he a u th o r a rg u e s th a t '^literature can be useful in dcvvb ping lhí<ịuistic kĩicnvledge both on a usage and use l e v c i" W hat is more, "/i)

the extent thút the shưỉents enjoy rcãding literature,

it may increase their motivation to interact w ith a text and thus, ultimately iticrease their reading proficiency It m ay also axhance students' understanding o f a p re ig n a d tu re and perlurps ''spur their ow n creation o f imaginative ĩoorìcs "

M o rtim er J A d lert a n d C harles Van

D o ren [2] diso give th e reaso n s for using literary texts w ith classes, especially if there

is n o specific exam indtion req u irem en t to d o

so a n d little ex tra tim e available T he tw o 120

Nguyen V ĩi Thom Thom / V N U loumal ofSdence, Foreign Languages 24 (2008) Ĩ20-Ỉ26 121

a u th o rs claim th a t literatu re is valuable

au th e n tic m ateria) w h ic h offers "authentic”

sam p les of la n g u a g e - for exam p le, travel

Hmetables^ city plans^ form s, p am p h lets,

cartoons, ad v ertisem en ts, n e w sp a p e r or

m agazine articles L earn ers are th u s "exposed

to language that is as genuine and undistortcd 0 $

can be managed in the classroom c o n te x t/' A t

le a s t literatu re can b rin g u s a g re a t d e a l OÍ

cu ltu ral inform ation A d lerl a n d D oren sh are

ỉhe sam e v iew p o in t w ith M acK ay w hen

claim ing th e vital ro le of lite ra tu re in cu ltu ral

e n rich m en t a n d lin g u istic en rich m en t

H ow ever, th ese tw o a u th o rs stress u p o n the

p erso n al in v o lv e m e n t that lite ra tu re fosters

in readers P ersonal in v o lv em en t can be

u n d ersto o d as th e re a d e rs' close co n tact w ith

the ch aracters o r th e e n g a g e m e n t in th e event

o f th e story, th e sh a rin g of em o tio n s and

icelings b etw een re a d e rs a n d characters,

b etw een read ers a n d th e a u th o r, an d am ong

re a d e rs th em selves Therefore, stu d e n ts

w o u ld h av e a chan ce to learn th ro u g h literary

ỉexts in the classro o m an d ih en im p ro v e their

la n g u ag e a w a re n e ss a n d cu ltu ral

u n d e rsta n d in g A lso, th ey w o u ld be

Ijiulivatcd ỉn ih cir proccdd w hen

they find th em selv es c«ipablc of g iv in g their

em o tio n al responses P ersonally, it w o u ld be

m o st a d v a n ta g e o u s w h en u sin g literary texts

in teach in g lan g u ag e, especially if th e lessons

are w ell p la n n e d a n d if ỉcach ers are skilled

e n o u g h to m o n ito r th e class in an interestin g

an d effecHve w ay

A n o th e r reason fo r ch o o sin g literary texts

is th a t cu rricu lu m a n d m aterials in th e course

can h a rd ly satisfy th e objectives of lan g u ag e

teach in g lo first y e a r siu d c n ts A dditionally,

th e fact th a t teach in g s e p a ra te d skills in o n e

lesson m ig h t n o t w o rk so w ell en co u rag es

teach ers to re so rt to literary texts som etim es

so as to g iv e s tu d e n ts a chance 0Í d ev elo p in g

o v erall foreign lan g u a g e co m petence The

m ajor p ro b le m s lie on w h ic h literary

m a te ria ls s h o u ld b e ch o sen a n d w h a t th e text selectio n c rite ria for EFL s tu d e n ts are Let's refer th is to G illian Lazarus p o in t of view [3]

T h e first y e a r s tu d e n ts in CFL a re m ostly at

lo w e r levels, so th ey n e e d to e x p a n d their

la n g u a g e u sa g e in E nglish substantiaD y an d

th e n e)cpand th e ir o v erall lan g u ag e

a w a re n e ss D esp ite th e ir v ery lim ited

p ro iicien c y in th e la n g u a g e , stu d e n ts also

n e e d "'the challenge a n d stim ulation o f addressing them es and topics which have adult appeal, a n d w hich encourage them to draw on their personal ơpiniorts a n d experiences''.

3 C r ite ria fo r th e te x t s e le c tio n a n d som e

p o s itiv e g a in s

N g a [4] s u g g e sts sev eral g u id elin es for sele ctin g lite ra ry w o rk s a n d g en res In the first place, a p p ro p ria te n e s s s h o u ld be (aken

in to c o n sid e ra tio n T h a t is th e difficulty of a text in te rm s o f lexis, g ra m m a r, a n d style

m u st re la te to s tu d e n ts ' levels o f co m m an d of English F ro m h e r o w n ex p erien ce w ith pre*

in te rm e d ia te first y e a r stu d en ts, Ihe reMỉdrchcr haa íư u itd llie p o e m "Dicaiiiỉ>'' by

L a n g sto n H u g h e s tD b e q u ite suitable W hat

th e s tu d e n ts re sp o n d to th e lesson took Ihe

a u th o r b y a su rp rise S econd/ teachers should

h elp s tu d e n ts o v e rc o m e c u ltu ra l b arriers by

in fo rm in g s tu d e n ts of specifically cultural asp ec ts fo u n d in th e tex ts to b e used Third, such facto rs as p le a su re a n d enjoym ent

s h o u ld also b e tak en g re a te r notice of because

th ey se rv e a s "a m o tiv a tin g factor" w hich

in sp ire s re a d e rs /s tu d e n ts to read, to be

in te re ste d in re a d in g a n d to in te rp re t the

w o rk s N g a b eliev es th a t te a c h e rs sh o u ld take the p o s itio n of th eir s tu d e n ts to e n su re th a t the tex ts ch o se n w ill a p p e a l to stu d en ts

G e n e ra lly s p e a k in g , th e a u th o r sh ares the

sa m e v ie w p o in ts w ith th e research ers above

122 Nguyeiĩ Thi Tliữm Thom / VN U Journal o f Science, Foreign LanỊ,uage$ 24 (200S) Ì20-Ì2S

N evertheless, th e teaching objectives w o u ld

b e so m e w h a t d ifferent A sta n z a of a poem^

for instance, m ig h t b rin g tcach er an d

stu d e n ts an m tere stin g w a y to d rill the

so u n d s /sA Iz l, /S/ a n d e n d in g so u n d s in a

p ro n u n ciatio n lesson:

A n d we w ill sit upon the rocks,

S e à n g the shepherds feed their flocks,

B y shallow rivers to whose falls

Melodious birds sin g madrigals.

(The p assio n ate s h e p h e rd to h is iove*

C h risto p h e r M arlow )

Likew ise, w ith a sh o rt story, teach ers m ay

take in to acco u n t th e u se o f lin g u istic item s to

h elp stu d e n ts revise th e g ra m m a r first an d

th en b asin g on th e g ra m m a r focus to p ractise

o th e r lan g u ag e skills as sp e ak in g and

w riting C ertainly, le arn e rs’ in terp retiv e

ability w ill also b e p a id a tte n tio n to d u rin g

th e process It m ig h t b e re w a rd in g because

th e level of difficulty is n o t to o m u c h above

th e stu d e n ts' n o rm a l re ad in g proficiency dnd

th e co n ten t is b o th in tere stin g a n d re le v a n t to

th e stu d e n ts' b a c k g ro u n d k n o w led g e This

w ill en co u rag e stu d e n ts to g e t p erso n ally

involved in a n d b u ild th eir o w n

in terp retatio n a t a basic level S p eak in g a n d

w riting, fu rth erm o re, offer th e m a ch an ce to

drill in th e lan g u ag e arid to ex p re ss th eir

o u tp u t ability P u t it in an o th e r w ay, th e text

can give th em v alu ab le o p p o rtu n itie s to use

a n d d ev elo p su ch s u b skills as d e d u c tio n of

m eam n g from linguistic a n d situ atio n al

c o n te x t relatin g text to k n o w le d g e an d

experience of th e w o rld , re sp o n d in g to te x t

creative w ritin g , etc B eside skill

d ev elo p m en t, th e sto ry w ill also p ro v id e

ed u catio n al vaiue^ affectivc value, in d iv id u a l

v alu e a n d stim u lu s v alu e a s m e n tio n e d in Brian T o m iin so n 's article {5|

4 P ed ag o g ic ap p ro ach

C a rte r a n d Long (q u o te d in Z a feiriad o u , Ị6]) describe th e three m a in m o d els re la te d io

specific p ed a g o g ic practices: the cultural model, the language model a n d the personal grow th model. T h e first tw o m o d e ls fo cu s on

th e s tu d y 0Í literatu re w h ile the personal grow th model p u ts an e m p h a sis o n th e u s e of lite ra tu re as a resource, a im in g to the

d e v e lo p m e n t of la n g u a g e co m p eten ce and literary com petence, b e in g b e tte r ex p ressed

in te n n s of p lea su re a n d p erso n al fuliillm ent

R ather, th is m odel aim s to "infuse a continuous love and appreciation o f literary texts, which w ould continue beyond the classroom "

F u rth erm o re, in th is m o d el, th e tea ch e r is

su g g e sted to p lay a role a s an e d u c a to r an d

an en ab ler fo r th e tra n sm issio n of k n o w le d g e

ra th e r th a n a tra d itio n a l p o sse sso r of

k n o w led g e w h o se beliefs greatly im p o se on stu d e n ts T h is is m e a n t to m o tiv a te an d

en liv en s tu d e n ts in th e classroom

T h e lessor^ therefore, m ig h t b e d esig n ed

in to ce rta in tasks T he s tru c tu re o f th e task is

co m p o sed of: i) specific g o a ls o r o u tco m es; ii)

so m e in p u t d a ta (in th e lite ra ry texts); a n d iii)

o n e o r m o re re la te d activities o r p ro ced u res

In o th e r w o rd s, th e ta sk fram e (C anh, [7]) is

as th e follow ing:

Nguyen Thi Thom Thom / VNU loumal o f Science, Foreign Languages 24 (2008) J 20-726 123

Preparation:

Pri^task (Warm-up):

Task:

Planning:

R e p o rt:

Post-task activity:

Language focus:

Language practice:

Optional follow up:

Tcacher (and sometimes students) prepare some suitable materials before hand

To prepare students for the t a ^ to engage their attention

To give students the chance to take part in the activities Students prepare their oral report of the task

Students present the report For example, listening or exchanging the idcds among the groups

To raise students' awareness about target language

To give students some restricted written target language

To give students an opportunity ịo repeat (and hopefully improve) the task

A task; therefore, covers several skill areas,

hardly ju st one, so Task-based teaching is a

w ell-integrated ap p ro ach to language teaching

in general, an d to the usừìg of literary texts in

teaching language skills in particular

5 S u g g e ste d ac tiv itie s

T here m ig h t b e a variety of activities

ex p lo ited fro m lite rary texts H o w ev er, the

rescarch er focuses o n th e u se of sh o rt stories

to tcach the la n g u ag e in an in teg ra tiv e lesson

S om e practical su g g e stio n s sh o u ld be

co n sid e red a s below :

a) Strong lines (EUsabcth B [bsen I8j)

- ShiH pnts arp roquired to read a sh o rt

sto ry before h an d In th e class, h o w ever, they

a re n o t allo w ed to lo o k at th e story w hen

follow ing th is acỉivity

- In th e class, teacher asks stu d en ts to have

d quick look a t the w h o le story an d underline

"strong lines" that is the w ords a n d expressions

that they like o r that distu rb ứìem

- D iv id e th e class in to g ro u p s of th re e or

fo u r a n d a sk s tu d e n ts to sh a re th e strong

lines w ith o th e r m e m b e rs in th eir group

N ote: W h en s h a r in g , "strong lines" in

class, s tu d e n ts m a y d isco v e r th a t th ey often

select th e sa m e lines- th a t is, th ey all

a p p re c ia te lines o f g o o d lite ra ry q u ality In

th is w ay, th e tea c h e r can h e lp s tu d e n ts to

id en tify g o o d q u a litie s in a literary text,

w h ic h a g a in can b e n e fit Iheir o w n w riting

* All th e m em bers in o n e g ro u p discuss

a n d choose o n e "strong line" fav o u red by

m o st m em b ers (they can v o te if needed.)

- U se th e "strong line" as the title or the topic for an ex p ressiv e piece of w riting For exam ple, w rite y o u r co m m en ts o n the sen te n ce above

(N ote: All th e g ro u p m em b ers are

su p p o se d to c o n trib u te to th e g ro u p 's project

T he teacher m ay help stu d e n ts w h en they

h a v e difficulty in in te rp retin g th e title o r the topic of th eir stro n g line.)

-A sk each g ro u p to re p o rt th eir project

M ake a class exhibition ii possible

b) Storỵteỉỉing

• S tu d e n ts are req u ire d to read the sh o rt story before hand.

- The teacher picks u p 10-15 w ords from the passage W rite the w ords (in ửie sequence of occurrence m the text) on the board For example

1 new s

2 killed

3 m essage

4 loitered

5 ia rm h o u se

6 knock

7 gentle

8 b lu rte d

9 n ig h tg o w n

10 b an g

{The C o m p/anfiw ^-Sherw ood A n d erso n )

• G iv e s tu d e n ts one m in u te to m em orise

th e w o rd s

• C ross o u t all ửie w o rd s A sk s tu d e n ts to

re w rite th e w o rd s in o rd e r w ith in 1 m in u te

- C heck s tu d e n ts ’ w o rd list T hose w h o can w rite th e m o st w o rd s are th e w m ners (Gifts sh o u ld b e available in th is activity)

124 Nguỵen Thi Thom Thom ỉ VNU Journal o f Sàeĩice, Foreign Languages 24 (2008) Ì20'Ĩ26

- Note: in fact, one effective w ay o í

m em orising dll the w o rd is th a t stu d en ts p u t

the w o rd s in sentences related to the passage If

so, they can recall the content of the passage

- Ask stu d e n ts to tell the c o n te n t of th e

p assag e (they can w o rk in d iv id u a lly o r in

p a ir/g ro u p works)^ using th e w o rd lists

Then, ask them to w rite

- Optional***: A sk s tu d e n ts to u se the

w o rd list to m ak e u p a n e w story It w o u ld be

m o re challenging if th e teach er ask s th em to

w o rk in p airs a n d each p air creates 2 sto ries

by u sin g th e w o rd s from to p to b o tto m a n d

from b o tto m to top S tu d e n ts sh o u ld m ake

u se of th eir im aginaH on For exam ple:

S tu d en t A: "Last night, I g o t a terrible

piece of n e w s M y beloved p e l b ird g o t killed

by a n eig h b o u r s fierce cat "

S tu d en t B: "I w as slee p in g last n ig h t w h en

I w as su d d e n ly w o k en u p by a b a n g I g o t o u t

of m y b ed an d w e n t into th e kitch en to see

w h a t h a p p e n e d T here I saw a s tra n g e r in a

w h ite n igh tg o w n "

-A s k stu d e n ts to tell th e ir sto ries (The

class m ay choose th e b e st sto n e s) A sk them

to w rilc their o w n sto ry as a h o m e iddk

c) Cap fillin g

- S tu d e n ts are req u ired to re a d th e sto ry

before h a n d In th e class, h o w e v e r, th ey are

n o t allow ed to look at ứ \e sto ry w h en

follow ing th is activity

• Tcacher prepares another copy of the text

in w hich there are so m e gaps for the stu d en ts

to fill in The gaps can b e passive vocabulary,

adjective vocabulary, etc so th a t students will

have a chance to revise th e lexis later

• A sk s tu d e n ts to fiii in th e gaps,

exchange th e a n sw e rs in p air/g ro u p

R em in d th e m o f th e re la te d

g ram m a tical focus

• G ive them a ch an ce to d rill in the

la n g u ag e /g ra m m a r if possible

Example:

T e ach er c an leave o u l th e relativ e

p ro n o u n s {who, zohich, where, w hen ) or

a d jectiv es o f d e sc rib in g th e p eo p le (L ater, ask

s tu d e n ts to u se th o se adjectives to d escrib e

th e c h a ra c te rs in th e story.)

d) Storylines ( A lla n M alleỵ, Ị9Ị)

- S tu d e n ts a re n o t p ro v id e d w ith th e text

b efo re th e lesson

- F ro m ea c h p a r t of th e sto iy , select o n e or

tw o k ey sen ten ces, th a t is, o n es w h ic h g iv e an

in d ic a tio n of th e storyline W rite o u t th ese

se n te n c e s in o r d e r a n d m a k e th em u p in to a

ta s k sh eet If te a c h e r w ish e s to m ak e ứ \e

a c tiv ity slig h tly easier, h e /sh e co u ld a lso ad d

th e o p e n in g p a ra g ra p h a n d th e en d in g

- A sk s tu d e n ts to w o rk in g ro u p s o f three

G iv e ea c h g r o u p a co p y of th e ta s k sheet

S tu d e n ts d isc u s s w h a t th ey th in k h a p p e n in

th e sto ry , a n d fin d a p o ssible e x p la n a tio n io r

ea c h o f th e sentences

- T h e g ro u p s co m p are th eir d ifferen t

v e rsio n s o f th e sto ry

- C lass d iscu ssio n : A sk th e class to call

o u t th o se se n te n c e s fro m th e sto ry w hich

th e y fo u n d m o st difficu lt to ex p lain L et them

c o m p a re th e ir su g g estio n s, fin a lly reveal

w h a t a c tu a lly h a p p e n e d in the story

- N o le: A lth o u g h th e activity is best

s u ite d to u n fa m ilia r m aterial, it can also be

u s e d a s a fo rm o f m e m o ry test to refresh

fa m ilia r tex ts, a n d it is p artic u la rly su itab le

fo r re v isin g se t w o rk s o r texts w h ic h m ay

fe a tu re in ex a m in a tio n

T h is a ctiv ity h e lp s to o v erco m e o n e of the

m a in d iffic u ltie s o f w o rk in g w ith lite ra tu re in class: h o w to d e a l w ith lo n g e r texts H ere, the

s tu d e n ts a re in a se n se o f sk im m in g th ro u g h

a lo n g e r te x t w h ic h th e y m ay re a d la te r on

th e ir o w n T e a c h e r w ill fin d o u t th a t the

in te re st a ro u s e d is u su a lly g reat a n d t h a t by

th e e n d of th e activity, th e s tu d e n ts actually

w a n t to re a d th e w h o le text This eag ern ess to

Nguyen V ỉi Thom Thom f V N U Journal o f Sàence, Foreign Languages 24 (2008) Ĩ20-Ì26 125

know w h a t h a p p e n s is n o t easily a ro u se d

w hen stu d e n ts are sim p ly a sk e d to plo d

th ro u g h the text p a g e by page

• O p tio n al* ^ : th is ac tiv ity c an be

m odified into a P red ic tio n G am e T h e te a c h e r

read s/p lay s th e tap e of a p a rt of th e sto ry a n d

sto p to ask s tu d e n ts to g u ess w h a t th e a u th o r

is going to w rite ab o u t, w h a t h a p p e n s n ex t It

w ould be m o st u se fu l w h e n s tu d e n ts are

ask ed to p re d ic t th e en d in g L ater, th ey w ill

hav e a chance to co m p are th e ir w o rk s w ith

Ihe original texts A F o llo w -u p activ ity m ig h t

be the oral s u m m a ry of the s to ry o r a n o th e r

en d in g If th e s tu d e n ts are g re a tly in te re ste d

in th e activity, then the teacher can ask ỉhem to

w rite any p a rt of ứie story in th eir o w n w ords,

or change the plot at an y p a rt they like

e) Creative w ritin g (as H om e Tasks)

O ften, th e h o m e task s h o u ld b e a piece of

creative w ritin g T eacher m ay a s k s tu d e n ts to

w rite w h a t they feel a n d re sp o n d after

read in g th e story T his is so m e w h a t like

ask in g a b o u t th eir p erso n al in te rp re ta tio n

Plot su m m a riz in g is also a g o o d id e a as P a u la

VVilloquel M arico n d i [10] stales; ’T h is

dssignm cnt is b o th a reco rd a n d an act OÍ

u n d erstan d in g " A n o th er h o m e ta s k m ig h t b e

s tu d e n ts research o n the a u th o r o r th eir

com m ents o n so m e stro n g lines F o r in stance

C om m ent on the last scnlerĩce o f the story

Create a new version from the crrdifig o f the story.

6 C o n c lu sio n

In th is article, th e a u th o r h a s ju s t m a d e an

a tte m p t to e x p re ss h e r p e rso n a l p h ilo so p h y

for u sin g literary texts m lan g u ag e learning classroom s, b asin g on h e r real w orking

co n dition It is u n d e n ia b le th a t ev en w hen

th e texts a re m ain ly u se d for skill

d e v e lo p m e n t in th e lesso n s, th e holistic value

of lite ratu re is to be d isco v ered to th e m ost possible ex te n t as in B aurain's opinion:

"K now ing w h a t y o u r s tu d e n ts n eed , w a n t lacky a n d d esire in th e ir s tu d y of lite ra tu re is

a key of succcss" [11]

R eferen ces

|1 | S M a c K a y , L ite r d tu r e in th e E SL C la s s ro o m ,

TESOL Quarterty 16 (1982) 529

(2) M J A d le r, How io read imaginative Literature,

O x f o r d U n iv e r s ity P re ss, 1972.

[3] G L azar, U sin g L ite ra ru rc a t L o w e r LíĩveL O x fo rd

U n iv e rsity P r e s s Journal 4S (1994) 115.

[4Ị T r a n T h i N g a , Incorporating Literature into English Classes in Vietruim, T c a c h e r's E d itio n 1 -

M a r d i 2003-[5] B T o m lin s o n , U s in g P o e tr y w i t h M ix e d A b ility

L a n g u a g e C la sse s, O x f o r d U n iv e r s ity P re ss

ELT Journal 40 { m € i 33.

(6] N Z a /e ir ia d o it On Literature in the E F i classroom,

TF550I O rw ro Ctr^(*co, 7001

(7j L e V a n C a n h , Lecturt NoUs on Mithodology in LMnguagt Teaching, V ie tn a m N a tio n a l

U n iv e rs ity , H a n o i 2004.

|8 | E.B Ib s e n , The Double Role o f Fiction in Foreign ÌMnguage Learning: Towards a Creative Methodology, E n g lish T e a c h in g F o ru m , 1990 [9] A M aio y , Literature, 9 th e d : O x f o r d U n iv e rs ity

P re s s , 2000.

|1 0 | P M a r ic o d i, I n te g r a tin g E SO L S k ills T h r o u g h

L ite r a tu r e , TESOL Journai W in te r (1991) 12.

|1 1 ] B Đ a u râ in , Learning and Enjoying Liierature in English, T e a c h e r's E d itio n 3 “ S e p te m b e r, 2000.

Sử dụng ngữ liệu văn học trong giảng dạy các kỹ năng thực hành tiêhg

N guyễn Thị Thơm Thơm

Khoa Kgôn n g u và Vẵn hóa A n h - M ỹ , Trường Đại học Ngoại ngử, Đại học Q uõcgia H à Nội, Đtrờng Phạm Vãn Đong, Cau Giâỵ, Hà Nội, Việt N am

Bài v iê \ trìn h b ày giá trị tiề m n ăn g củ a việc sử d ụ n g n g u liệu v ă n học tro n g g iâ n g d ạ y các kỹ

n ăn g th ự c h à n h tiến g và các tiêu chí lự a ch ọ n n g ữ liệu v ă n b ản p h ù h ợ p với c h ư ơ n g trìn h ngoại

k h ó a cho sinh viên n ă m th ứ I K hoâ N g ô n n g ữ v à Văn h ó a A n h - M ỹ, T rư ờ n g Đại h ọ c N g o ại ngữ,

Đ ại học Q uôc g ia H à Nội N h ữ n g p h â n tích n à y rất q u a n trọ n g tro n g việc g ó p p h ầ n xẳỵ d ự n g các

b à i học hâ'p d ẫ n hon^ g iú p sin h viên p h á t triể n các kỹ n ă n g n g ô n n g ữ , tín h tự giác tro n g h ọ c tậ p

v à cả sự tự tín v à tư ơ n g tác v ó i các n g ữ liệu v ă n học vốn v ẫn th ư ờ n g đirọc coi là k h ỏ tiế p cận Bài

b a o củ n g đ ư a ra các p h ư ơ n g p h á p g iáo h ọ c p h á p cơ b ả n v à có tin h ứ n g d ụ n g n h d t đ ịn h , đ ổ n g thời cu n g cap n h ữ n g h o ạt đ ộ n g g ián g d ạ y cụ th ể đ ã đ ư ợ c lựâ ch ọ n v à áp d ụ n g hiộu q u á ch o sinh viên n ăm th ú nhâ't cũ a K hoa c ũ n g n h ư vó i m ộ t sô đô i tư ợ n g học viên khác

126 Nguyen Thi Thom Thom I VhiU ỉoum al o f Science, Foreign Languages 24 (2008) llO 'ilB