Reading Literature

Abstract

Many Korean EFL textbooks adopt the integration of language skills in order to develop student’s communicative language skill. For example, the textbook, “MIDDLE SCHOOL ENGLISH 1,” (Kim et al., 2009) comprises each unit with a “Before You Begin, Listen and Talk, Communication Task, Enjoy Reading, Grammar in use, Think and Write, Project Work and Let’s Check” (pp. 10-23). As the titles of each unit show, CLT (Communicative Language Teaching) and TBLT (Task Based Language Teaching) have become popular; however, at the same time, the four skills of English are integrated in a short unit, and the class still focuses on preparing for standardized tests. Thus, it is not enough for improving students’ authentic communicative and fluency skills, and it is not motivating for the students. Moreover, the diverse experiences of the students’ backgrounds are ignored and students’ critical thinking ability cannot be fostered. In order to address issues concerning the current Korean EFL context, this textbook focuses on teaching English through literature. According to Lazar (1993), the reasons why literature should be used in the language classroom are as follows: literature is motivating, helps students to understand other cultures, it can be a stimulus for language acquisition, it develops students’ interpretative abilities, expands students’ language awareness, encourages students to talk about their opinions and feelings, and students enjoy it (pp. 14-15). Therefore, literature is important and it should be taught in Korean EFL classrooms. This textbook is designed to improve students’ literary competence and language competence which includes all four language skills through intensive reading instruction. Through this textbook, students will not only have the opportunities to develop their reading, writing, speaking and listening skills, but they will have the opportunities to develop critical thinking abilities.