Engaging EFL students with literature: An Algerian perspective
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Abstract
The objective of the present paper is to argue for the necessity of engaging students with literature in the Algerian EFL context. It attempts to show that the interface between language and literature is conducive to learning potentials for students at the different levels of language and literary studies. On this basis and in response to the inadequacies of the traditional transmissive approach to teaching literature in the Algerian context, which have been reported in the findings of many investigative studies, the paper suggests the shift towards a process-oriented approach to teaching literature that is fundamentally task- based. It also acknowledges the role of the reader response stance in sustaining students’ engagement with the literary text by drawing on their own experiences and thinking skills in meaning making.
Keywords: Engagement, EFL classroom, literature, process approach, traditional approach, task-based, reader response.
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