Teachers & students’ perceptions towards the significance of reading literary texts in English Language Learning: Derartu Tullu & Fitawurari Abayneh Preparatory Schools
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Date
2019-02
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AAU
Abstract
This research aims to consider reading literary texts as a significant tool for teaching
fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literary texts in English language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware of the primary reasons why language teachers are suggested to use literary texts. Furthermore,teaching language skills through literary texts, advantages of various kinds of genres of literary texts to language teaching and some issues faced by language teachers in teaching language via literary components are considered in present study. As a result this research was conducted on teachers and students’ perception towards the significance of reading literary texts in English language learning. The data for the study was collected from ninety grade eleven students and
fourteen English teachers at Derartu Tulu and Fitawurary Abayineh preparatory schools using an open and close-ended questionnaires, lesson plan analysis and classroom observation.Accordingly it was found that almost all teachers and students have positive perceptions towards role of reading literary texts in English language learning even though they mentioned different factors that affect them not to read regularly. Language difficulty, shortage of time, teachers’approach, lack of materials to be read, lack of interest and less emphasis given to literary texts were identified as problems respondents faced while reading literary text.
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Literary texts in English language