Teaching literature as language. A critical examination of linguistic approaches to the teaching of literature to second and foreign language learners.
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Date
2001
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Abstract
As its title suggests, this dissertation examines second/foreign language literature
teaching (and learning) with an emphasis on linguistic approaches to the study of
literature. The approaches referred to are those which theorise language use - this
includes literary texts - as a communicative context, that is, functional grammar and
critical discourse analysis.
The dissertation argues for the inclusion of literary texts in second/foreign language
teaching and learning on the grounds that, at higher education level, the study of
literature can develop in students important knowledge, understanding, skills and
attitudes which are necessary both for their (the students') functioning in a multicultural
society, and for the development of a critical civil society, as outlined in
current policy documents relating to the transformation of the South African higher
education system.
The dissertation consists of two distinct parts: a theoretical section, followed by a
practical application. In the theoretical section, a rationale is developed for the
inclusion of second/foreign language literature. The following critical questions are
asked:
1. What place do second/foreign language literary studies have in the present
higher education context? - This question is explored against the background
of present higher education policy.
2. What place could, or perhaps should, second/foreign language literary studies
have, or rather, which knowledge, understanding, skills and attitudes can be
taught using them? - Here, theories of understanding (Gadamer and
Habermas), as well as their bearing on language learning and the development
of critical thought, are discussed.
3. Which theories of language and discourse can be used to develop the critical
understanding, interpretation and communication skills that are required in
society? - The goal of this exploration is to gauge which theories best address
the requirement of higher education to produce criticality.
To round the dissertation off, an attempt is then made to apply the considerations
developed in 1 - 3 in a concrete classroom situation. For this purpose, a teaching and
learning project that took place in the second semester of 2000, is described, and its
results evaluated and discussed, against the background of what is presently required
of higher education in terms of its contribution to society.
Description
Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.
Keywords
Language and languages--Study and teaching--Foreign speakers., Second language acquisition., Literature--Study and teaching--Foreign speakers., Theses--Higher education.