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Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL/ESL Classroom Context

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Bibliographic Details
Title: Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL/ESL Classroom Context
Language: English
Authors: Mustofa, Ali, Hill, Jonnie Lyn
Source: English Language Teaching. 2018 11(6):33-40.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 8
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Cultural Awareness, Literature Appreciation, Reader Response, Language Teachers, Teaching Methods, Cultural Context, Authors
ISSN: 1916-4742
Abstract: The paper shares some insights of the ideas in giving the response to literature for the students and the teachers in EFL/ESL classrooms. Understanding and appreciating a piece of literature is determined by how one can convey the concepts and words to new situations. During this process, several types of interaction happen: interaction between experience and the text; interaction between author and reader; and interaction of the reader with other readers. Life experience and the knowledge readers bring to a text play a significant role in the interpretation of the text. Cultural knowledge may also strongly affect a reader's interpretation (of the text). In order to interpret a text in the way the author has intended and to avoid the unsuccessful consequences of interpreting, readers need to develop their knowledge. Several types of responses can help readers disclose the connections and contrasts between their experience and their interpretation (of the texts). Literary "show and tell" helps readers form free associations, find contrasts, and distinguish new contexts.
Abstractor: As Provided
Number of References: 15
Entry Date: 2018
Accession Number: EJ1179237
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL/ESL Classroom Context
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  Data: <searchLink fieldCode="SO" term="%22English+Language+Teaching%22"><i>English Language Teaching</i></searchLink>. 2018 11(6):33-40.
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: The paper shares some insights of the ideas in giving the response to literature for the students and the teachers in EFL/ESL classrooms. Understanding and appreciating a piece of literature is determined by how one can convey the concepts and words to new situations. During this process, several types of interaction happen: interaction between experience and the text; interaction between author and reader; and interaction of the reader with other readers. Life experience and the knowledge readers bring to a text play a significant role in the interpretation of the text. Cultural knowledge may also strongly affect a reader's interpretation (of the text). In order to interpret a text in the way the author has intended and to avoid the unsuccessful consequences of interpreting, readers need to develop their knowledge. Several types of responses can help readers disclose the connections and contrasts between their experience and their interpretation (of the texts). Literary "show and tell" helps readers form free associations, find contrasts, and distinguish new contexts.
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Cultural Context
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