|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Playing with form and meaning: Teaching English as a foreign language in high school|
|Keywords:||Teaching English as a Foreign Language (TEFL)|
teaching English as a foreign literature
|Citation:||Viana V & Zyngier S (2009) Playing with form and meaning: Teaching English as a foreign language in high school. Wanderlore, Year 7 (8), pp. 8-9. https://dl.dropboxusercontent.com/u/52069061/Wanderlore/Wanderlore%208th%20edition.pdf|
|Abstract:||First paragraph: The use of imaginative texts in English as a foreign language (henceforth EFL) has experienced different stages, according to Zyngier (2006) and Carter (2007). The first stage goes back to the beginning of the 20th century when literary texts were used in EFL teaching as models for writing and as ways into a culture. For instance, in the case of the grammar-translation method, learning a language implied proficiency in reading literary words in that language. The second stage, from the 40s to the 60s, was brought about mainly by the advent of audio-lingual methods, which held the view that such teaching should concentrate on language structures. As a consequence, literary texts were not used in EFL lessons any longer, being considered a special use of language which was quite distant from the needs of the learner. With the advent of the communicative approach in the 70s and 80s and its focus on language in context, literary texts made their way back to the EFL setting, now seen as sources of authentic language in use.|
|Rights:||As far as we can ascertain there are no restrictions to prevent this work being made publicly available in this repository. If you are aware of any restrictions please contact us (email@example.com) and we will immediately remove the work from public view.|
|Playing_with_form_and_meaning_Teaching_E.pdf||Fulltext - Accepted Version||2.24 MB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.