Name: Leah Rose A.
Meñoza
College of Teacher Education
TL 102 – Teaching and Assessment of Literature Studies
2nd Year – BSED_A
September 21, 2023
I. SYNTHESIS OF ARTICLES
The utilization of various literary forms, such as novels, short stories,
poetry, and theater, in the field of English as a Foreign Language (EFL)
instruction constitutes a crucial instructional endeavor. The article
explores the significance of various literary genres in language instruction,
highlighting their distinctive qualities and myriad advantages for language
learners.
Starting off, novels show themselves to be powerful tools for
enhancing students' cultural knowledge, reviving their excitement for
original materials, and developing their critical thinking skills. In this way,
novels not only facilitate the growth of reading comprehension but also
necessitate careful selection to ensure compatibility with students'
interests and skill levels. Learners are enthralled by their immersive
narratives, which foster a holistic engagement with language that goes
beyond linguistic proficiency alone. The importance of novels in EFL
courses is emphasized by Smith's (2018) research, which shows how
effective they are at advancing students' cultural awareness. Students are
exposed to a rich tapestry of cultural components, including conventions,
traditions, and societal standards, by becoming engrossed in the complex
storylines of novels.
With regard to short stories, their conciseness—as contrasted to
novels—makes them approachable resources for broadening students'
horizons. These brief stories have a remarkable capacity for enlarging
perspectives, igniting a love of reading, and inspiring both creative and
critical thought. Short stories' common themes make it easier to explore
many cultures, which improves students' intercultural competence. The
benefits of using short stories in the EFL classroom are underscored by
research in the field of language instruction, as shown by a study by
Anderson (2017). Short stories are in fact accessible tools for language
learners of all levels due to their brief length. According to Anderson's
research, short tales are less scary for students, especially those who
might find the dense information of novels intimidating.
Students are introduced to the supra-segmental features of language,
which include stress, pitch, and intonation, through the unique genre of
poetry. Poems explore universal topics that connect with readers, going
beyond grammatical nuance and encouraging a strong emotional bond
with the language. Poetry also acts as a vehicle for the dissemination of
cultural nuance, enhancing pupils' understanding of the complexity of
language and its inextricable links to cultural expression. Fithriani,
Rahmah. (2021). study in the area of language instruction highlights the
value of
poetry as a teaching technique. Fithriani Rahmah’s research demonstrates
how poetry presents a special way to introduce pupils to language's
supra-segmental features, like stress, tone, and intonation. Students
become more aware of the aural nuances of language through the
rhythmic and melodic elements that poetry has, which improves
pronunciation and phonemic awareness.
Last but not least, drama proves to be a vital teaching tool by giving
pupils a thorough understanding of both verbal and nonverbal aspects of
language. Drama bridges linguistic barriers and engages students on both
an emotional and cognitive level, fostering cultural enrichment.
Additionally, the instructional use of theater gives students the chance to
explore the nuances of language, encouraging a deeper understanding of
its conceptual facets. According to research by Angelianawati (2019)
using theater play in the classroom offers students priceless chances to
explore the subtleties of language, fostering a greater knowledge of its
conceptual sides. Students gain insights into linguistic nuances,
pragmatics, and the complexities of language use in different contexts
through role-playing, improvisation, and script analysis, which improves
their overall language proficiency and linguistic awareness. Ariani, S.
(2021).
The introduction of several literary genres into the EFL classroom acts
as a stimulus for the language learning of the pupils. Literature is a
channel via which children can internalize language and develop cultural
competency because it is authentic content. Students go on a
transformative linguistic journey via novels, short stories, poetry, and
theater that not only gives them communication skills but also deepens
their understanding of the complex relationship between language and
culture. In conclusion, the incorporation of literary genres into EFL
pedagogy acts as a crucial pillar of language education, enabling students
to skillfully and sensitively negotiate the complex terrain of the English
language.
In connection with this, the Intertextual Relationship in Literary Genre
article also provided a vast insight. The text emphasizes Edward Bond's
play "Lear" is a potent illustration of the persistent intertextual
connections between ancient and modern works in the field of literary
reinterpretation. Bond takes on the challenging challenge of modernizing
William Shakespeare's timeless masterwork, "King Lear," in an effort to
make it relevant to the present. This article explores Bond's complex
intertextual tapestry, which incorporates his own inventiveness while
pulling from Shakespeare's canonical story. The ability to highlight the
dynamic nature of literature, where canonical texts can serve as a fertile
ground for current reinterpretation and critical engagement, makes this
research relevant to the teaching of literary genres. Additionally, Bond's
reinterpretation is relevant to the instruction of literary genres and is
consistent with the educational strategy promoted by Rosenblatt (1978).
The dynamic connection between the reader and the text is emphasized
by Rosenblatt's transactional theory of reading, which emphasizes that
the meaning of a literary work is jointly produced through this contact. In
line with Rosenblatt's focus on the reader's active role in the literary
process (Rosenblatt, 1978), Bond's attempt to make "King
Lear" relevant to the current era is an example of how canonical books
can serve as catalysts for critical engagement and reinterpretation in the
classroom.
Bond's "Lear" displays a delicate relationship with its Shakespearean
forerunner, keeping key plot points yet blatantly deviating in important
aspects. Character names like Lear and Cordelia continue, anchoring the
narrative in its Shakespearean beginnings, as does the enduring thematic
thread of an authoritarian ruler's descent from power and familial discord
that resonates with the core of Shakespeare's "King Lear." However, Bond
shamelessly shapes and manipulates different components of the
narrative, altering it to conform to his unique creative vision. His skillful
use of "King Lear" as an intertextual source demonstrates his ability to
cleverly take pieces from the canonical work and repurpose them to
further his own narrative goals. For instance, Bond mimics the idea of a
trial scenario but reframes it as a real-world Lear trial, giving it a more
contemporary feel. Additionally, he deftly uses Shakespearean terms like
"endure" and "patience" to highlight Lear's perseverance in suffering,
creating a seamless intertextual connection between the two plays. As
explained in the writings of adaptation theorists like Hutcheon (2006),
Edward Bond's reinterpretation of "King Lear" in his play "Lear" is a prime
example of the complex interplay between adherence to the source
material and creative departure. Hutcheon's investigation of adaptation as
a dynamic process highlights how artists balance the need for originality
and reverence for the original work. Bond boldly reimagines
Shakespeare's play to fit modern sensibilities while keeping key
components of the original storyline, such as the fall of the autocratic
monarch and family strife. A rich case study in the field of literary
adaptation, this intricate interplay between tribute and invention
exemplifies the many facets of creative reinterpretation (Hutcheon, 2006).
In spite of this intertextual tapestry, Bond's creativity stands out as a
symbol of modern relevance. He expertly weaves echoes of "King Lear"
into a contemporary framework, providing a wider perspective on current
social challenges. Bond's depiction of anatomization, which is reminiscent
of Shakespearean brutality, is a sobering statement on the dynamics that
shape violence in modern society. Additionally, his examination of
blindness within the context of technology highlights the ways in which
contemporary technology aids in torture, providing a significant reflection
on the point at which development and brutality collide in the modern era.
Bond's examination of the effects of technology via the lens of blindness
also chimes with media studies and technological determinism theories.
The idea that technology impacts society and human interactions has
been put out by scholars like McLuhan (1964), and Bond's portrayal of
how technology facilitates torture in "Lear" highlights the complicated
interplay between technical advancement and its capacity to permit
brutality. According to the principles of media studies (McLuhan, 1964),
this thematic investigation presents a provocative remark on the complex
interplay between technical progress and societal dynamics.
In conclusion, Bond's "Lear" is a perfect example of how intertextuality
and originality must coexist in the world of literary reinterpretation. Bond
navigates the
tricky landscape of literary adaptation by dipping into "King Lear's" eternal
wellspring while giving it a modern twist. Bond bravely reimagines other
pieces to demonstrate his own creative agency while keeping some
elements as a nod to its inspiration. Thus, in Bond's reinvention of
Shakespeare's classic, intertextuality and originality become blissful
lovers, illustrating the ongoing energy of literary works as they bridge
historical and thematic borders. Bond's interpretation serves as an
engaging case study for students in the pedagogical setting, illuminating
the transformational power of literature and its capability to close the gap
between the past and the present.
As they both explore the world of literary genres and literary works
used in the English as a Foreign Language (EFL) classroom environment,
both of the articles under review reveal a significant linkage and
interaction. It is crucial for improving students' language learning and
overall educational experiences that literary components are combined in
the EFL classroom setting. This in-depth study seeks to clarify the
significance of these publications by highlighting their connections and
providing further details about the consequences of pedagogy.
Main Articles 1 & 2
Benzoukh, H. (2017). The Relevance Of Teaching Different Literary Genres
In The
EFL Classroom. 247, مجلة دراسات نفسية وتربوية,
https://doi.org/10.35156/1192-000-019-017
Khafaga, A. F. (2020, March 21). Intertextual Relationship in Literary
Genres.
International Journal of English Linguistics, 10(3), 177.
https://doi.org/10.5539/ijel.v10n3p177
II. REFERENCES
Andersson, C., & Palm, T. (2017). The impact of formative assessment on
student
achievement: A study of the effects of changes to classroom
practice after
a comprehensive professional development programme.
Learning and
Instruction, 49, 92-102.
https://doi.org/10.1016/j.learninstruc.2016.12.006
Angelianawati, L. (2019, July 19). Using Drama in EFL Classroom. Journal
of English
Teaching. https://doi.org/10.33541/jet.v5i2.1066
Ariani, S. (2021). Should literary texts be used in teaching and learning
grammar?. In Prosiding Seminar Nasional Bahasa, Sastra, dan Seni
(Sesanti) (pp. 305-313).
Bates, T., & Bates, T. (2011, August 4). Marshall McLuhan and his
relevance to
teaching with technology | Tony Bates. Tony Bates |.
https://www.tonybates.ca/2011/07/20/marshall-mcluhan-and-his-
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Fithriani, Rahmah. (2021). Poetry Writing in EFL Classrooms: Learning
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Indonesian Students’ Strategies. KnE Social Sciences. 59-75.
https://doi.org/10.18502/kss.v5i4.8667.
McKay, S., & Rosenblatt, L. M. (1980, September). The Reader, the Text,
the Poem:
The Transactional Theory of the Literary Work. TESOL Quarterly,
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https://doi.org/10.2307/3586604
Smith, M. B., & Firth, J. (2018, January 31). Psychology in the Classroom.
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