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Continuum between L2 Language and Literature

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21세기영어영문학회 (The 21st Century Association Of English Language And Literature)|2009.12|영어영문학21 (English21)|제22권 제4호|pp. 201-216|DOI 10.35771/engdoi.2009.22.4.011

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참고문헌

키워드

Communicative Approachstudy of literatureintegration of language and literatureuse of literatureL2 reading process
주제분류영어와문학

초록

This paper aims to provide reviews of scholarly speculations regarding the issue of incorporating literature and language components in second/foreign language (L2) and literature education. In order to enhance the understanding of the transforming status of both parts, this paper examines two distinct perspectives of literature as 1) a goal and 2) a tool of study, representing disciplines of foreign language literature and language education, respectively. When educators approach L2 literature as an academic subject and fundamental goal of study, they have encountered challenges in practice because of L2 readers' limitations in linguistic and cultural knowledge to understand literary texts. Being aware of the challenges that students experience while reders' L2 literature, educators and researchers have made efforts to change curriculum of foreign language and literature and pedagogical practices according to students' L2 proficiency levels and expectations. For researchers in language teachis' lield, leld, leld, s valued as a supplementary ms' rial effective to develop L2 learners' linguistic and cultural compe' nce of the targe' language.lield, leld,has been considered an authentic text equipped with model use of language in context. The social/historical background imbedded in literature has been regarded as a factual and authentic representation of the target culture. With the teaching of language and literature on opposite ends of the pole, the language-literature continuum effectively illustrates the different approaches and the relative emphasis given to incorporating both language and literature in the L2 classroom. Actual teaching practice and goals according to the academic disciplines and perspectives taken are located somewhere between these two ends.

Abstract

This paper aims to provide reviews of scholarly speculations regarding the issue of incorporating literature and language components in second/foreign language (L2) and literature education. In order to enhance the understanding of the transforming status of both parts, this paper examines two distinct perspectives of literature as 1) a goal and 2) a tool of study, representing disciplines of foreign language literature and language education, respectively. When educators approach L2 literature as an academic subject and fundamental goal of study, they have encountered challenges in practice because of L2 readers' limitations in linguistic and cultural knowledge to understand literary texts. Being aware of the challenges that students experience while reders' L2 literature, educators and researchers have made efforts to change curriculum of foreign language and literature and pedagogical practices according to students' L2 proficiency levels and expectations. For researchers in language teachis' lield, leld, leld, s valued as a supplementary ms' rial effective to develop L2 learners' linguistic and cultural compe' nce of the targe' language.lield, leld,has been considered an authentic text equipped with model use of language in context. The social/historical background imbedded in literature has been regarded as a factual and authentic representation of the target culture. With the teaching of language and literature on opposite ends of the pole, the language-literature continuum effectively illustrates the different approaches and the relative emphasis given to incorporating both language and literature in the L2 classroom. Actual teaching practice and goals according to the academic disciplines and perspectives taken are located somewhere between these two ends.

참고문헌 (54)

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