Enhancing Language
Proficiency Via Literature Instruction
Akhiles M1*, Dr.
Tulika Anand2
1 Research Scholar, Sunrise
University, Alwar, Rajasthan, India
akhiles000@gmail.com
2 Assistant Professor,
Department of English, Sunrise University, Alwar, Rajasthan, India
Abstract: Planning and executing
strategies for language acquisition relies heavily on students' perspectives on
the topic. At the high school level, this research intends to examine students'
perspectives on the value of literature in language acquisition. Another goal
of this research is to show how different schools' pupils think. Students'
perspectives on the value of literature in education are examined through a
holistic lens by researchers. Using an open-ended questionnaire, researchers
surveyed students to gauge their opinions on the value of literature in
language acquisition. The study included 555 high school students from 15
different schools. Most students had a good impression, according to the
study's results, meaning that studying literature while learning English helps
with the linguistic parts of the language. Beginning with the language approach
and working their way down to the context approach, the reader's approach, and
finally the text approach determine, in descending order of importance, how
students perceive literature's value. Combining linguistics with context is the
most reasonable strategy. Pedagogical and methodological variables explain in
part why certain students' experiences vary from the study sample when it comes
to the positive effects of learning on language support abilities. According to
the findings, educators may examine and take into account students' points of
view on the value of literature as a tool for language acquisition.
Keywords: Educators, High School,
Students, Language, Literature, Learning.
-----------------------------------X----------------------------------
INTRODUCTION
English
has become an internationally recognised and very significant language
throughout the years. English is spoken by a large number of people since it is
the native language of almost 600 million people from different nations. The
widespread use of the language is due to the fact that it serves as a medium of
exchange for people all over the world, allowing for the free flow of ideas,
information, and goods. Many notable languages are spoken throughout various
states in India, showcasing the country's immense linguistic variety. Just as
the European Union is home to a wide variety of cultures, languages, and
historical periods, India is divided into many states based on language. [1] For
example, the combined populations of the states of Andhra Pradesh and
Telangana—where Telugu is the official language—are greater than that of a
number of nations, including France, South Korea, and Turkey. But English's
dominance in many states, particularly in intrastate commerce and government,
is eroding the local language's prestige. Although English is important for
communicating among states, working with the federal government, and engaging
with international businesses, it is superfluous to use it extensively inside
states if the majority speaks the same mother language. [2]
Teaching
English as a second language is essential, but it should begin at a young age
since English is the current lingua franca. Although political factors make it
difficult to trust the latest numbers on English ability, over one-third of the
population can read and write at a proficient level, and around 30% can speak
English to varied degrees.[3] This results in a large segment, around 70-80% of
Indians, becoming linguistically marginalised every day. Depending on the
literacy rates, this problem affects as many as 770–900 million individuals.
This figure dwarfs that of the United Kingdom. In a nation that calls itself a
"socialist democracy," this is an obvious form of disenfranchisement.
Fixing this language disparity is perhaps one of the easier social
constructions in India to tackle and change. [4]
When
it comes to communicating in fields such as administration, science, health,
law, and engineering, the English language is crucial. English will be around
for a little longer because to its widespread use in these industries. Reading
is also essential for developing one's language and vocabulary abilities. [5] Word
recognition and decoding are just the beginning; both conscious and unconscious
thought processes are involved. Reading comprehension relies on readers' prior
knowledge, which is especially important for those learning a second language.[6]
When
contrasted to native speakers, their cultural background and thought habits
impact their understanding of the material. If they want their second language
students to become better readers, English instructors should model the way
native speakers think. Improving one's reading comprehension has far-reaching
effects on one's cultural values and beliefs in addition to one's cognitive
awareness. By focussing on activities like previewing, anticipating results,
challenging author intentions, and recognising links between concepts, an
English language lab may help students polish these abilities. [7]
It
is recommended that students develop these abilities in small groups and that
they practice working together and sharing their ideas. Improving students'
reading comprehension also involves drawing their attention to the processes
and tactics they use when reading. Learning is further enhanced by reading
widely and by being exposed to the same words several times. In interactive
classes, students have plenty of chances to share their thoughts on assigned
readings. In order to help students who are learning English as a second
language improve their reading comprehension, it is essential that both the
students and instructors put up deliberate effort. Teaching novels and their
impact on language abilities are the subject of the research. The selection of
appropriate texts for language acquisition is one area where literature plays a
significant role in English as a foreign language (EFL) classes. When it comes
to introducing kids to reading, books are by far the most powerful weapon. [8]
It
is essential to choose books that are suitable for the learners when
incorporating literature into the classroom. Using the "three C's -
catalogue, canon, criteria" is one way to locate relevant material. By
sorting books in a catalogue according to students' ages or reading levels,
librarians help educators find engaging and appropriate reading material for
their classrooms. While canons are helpful for choosing "good"
literature, they may also be problematic since certain works may be too complex
for particular age groups, which might lead to student apathy. A different
strategy incorporates both student and instructor input into the final
decision-making step. [9]
RESEARCH METHODOLOGY
Participants
The
555 kids from the Gurugram region, India, who were in junior and senior high
schools were the subjects of this survey investigation. The fifteen schools
that took part included seven junior highs and eight senior highs. In order to
account for the fact that senior high schools cover a broader range of literary
works in their literature classes, the proportion of schools was changed to
reflect this. From the perspective of the students, the research aims to
illustrate the advantages of teaching literature via the medium of English
language literature. We utilised a convenience sample to choose schools from
three different regions: the countryside, the middle ground between rural and
urban areas, and the city itself. Students from fifteen different schools made
up the study sample, with 60% being female and 40% being male. There are a
total of 45 classes from these 15 schools that are participating. The students
who took part in this study gave their informed consent after receiving
approval from their school. As a matter of research ethics, we collected and
processed data anonymously for both students and schools. Figure provides a
summary of the study participants.
Figure 1: Number
of research participants
Tools and methods for research
This
study's research tools included interview questions with room for free-form
responses and questionnaires. The indicators of investigating the advantages of
literature instruction served as the basis for the questionnaire. Questions
that are utilised are both open-ended and semi-open-ended. The reliability and validity
of the instrument were tested experimentally with students and evaluated by a
doctoral-level specialist in the area of literary education. The instrument
employed passes the requirements for validity and reliability, with an alpha
value of 0.89 and a split-half value (Spearman-Brown) of 0.90. Finding out how
much better it is to teach literature from the perspective of the learner is
the driving force behind this study. The researcher selected junior high and
senior high schools and obtained permission to conduct the study in order to
accomplish this purpose. Researchers also sent out surveys to everyone who took
part in the study. In order to uncover the advantages of studying literature
for students, the questionnaire included both open-ended and semi-open-ended
questions. To supplement the data collected via the questionnaire, in-depth
interviews were also conducted. The data was collected directly from the
participants by means of surveys, which were directed as they were filled out.
The data collection method from this questionnaire took 30 minutes, and
interviews were conducted with a small sample size to ensure strong data. In
addition, methodologies for teaching literature in schools were considered
while analysing the data.
Data analysis
Researchers
coded the data as displayed in Table to facilitate easy analysis. When
instructing students in literature, the researchers took a holistic view. Four
methods—the text method, the context method, the reader method, and the
language method—formed the basis of the coding process. When teaching
literature, the text method prioritises the works' and genres' inherent
features. Literary works, their authors, historical events, cultural milieu,
and social milieu at the time of creation are all considered in the context
approach. Personal growth, emotions, and the reader's own experiences are key
components of this method. Grammar, vocabulary, and overall language
development are the focal points of the language approach to language
instruction. Theorising the many ways in which literature instruction might
improve language proficiency informed the data analysis. The methods used to
code the students' answers were also recorded. The researcher followed the
coding process in Table to make sure all data had been coded.
The
researcher began by determining whether the students' responses were good or
negative. Then, they checked to see if the replies were part of the linguistic
method that was suggested. Is at least one of the four methods for teaching
literature covered in the students' responses, and are they relevant to the
works of English literature? The researcher's suitability was evaluated by
having many researchers carry out this evaluation. A value of 0.95 was reported
for the inter-rater reliability test. This number indicates that the collected
data meet the requirements
Table
1: Data analysis methods
used to students' opinions on the value of literature education
|
Step |
Question |
A student's example
response |
Code |
|
1 |
Does the people have
a positive or negative outlook? |
"
Literary works fail to critique the author and rely heavily on fictional
narratives, which hinders their ability to enhance real-life experiences" |
Negative |
|
2 |
Is the fourth part
of the literature lesson plan to include student feedback? |
“My inspiration for
new novels often comes from literature” |
The way the reader
approaches the text Because of this, people are more likely to want to read
books. |
|
3 |
Were any of the four
pedagogical stances on literature instruction mentioned in the student
responses? |
“Aids in the
acquisition of grammar” |
Approach to language |
|
4 |
Does the focus on
English literature or the English language emerge from the students' answers? |
I am able to
participate in literary conversations because I study literature. |
Yes |
After
encoding all of the material, the writer coded a random subset to ensure the
code was reliable. Thanks to Cohen's kappa value of 0.95, we can say that this
coding is reliable. As a result of the high level of agreement across raters,
it may be concluded that the coded data is satisfactory. "Literature is
useful in supporting social skills, increasing insight, history or origins of a
place, developing language skills, and increasing the ability to read
comprehension of texts that have a higher level of difficulty," wrote one
student in response to a question about the merits of literature instruction.
It is within the group of reactions that are considered favourable. Some
replies were critical, such as "the grammar used in literary works is more
difficult and seldom used." The grammar in regular texts is more practical
and easy to understand. Based on the four methods of literature instruction,
the following are the findings from an examination of student feedback about
the merits of literary instruction.
Table 2: The
findings from the evaluation of the four literary teaching methods in terms of
students' favourable or unfavourable reactions (n = 550).
|
Category Answer |
Four approaches |
Related to English /literature |
Not related
to English /literature |
|||
|
Number of
Answer |
1850 |
561 |
7 |
|||
|
Approach |
Text |
Context |
Reader |
Language |
|
|
|
Positive:
(94%) |
90 |
520 |
280 |
910 |
442 |
|
|
Negative:
(6%) |
3 |
12 |
5 |
5 |
120 |
|
|
Total |
93 (6%) |
532(30%) |
285 (16%) |
915 (52%) |
|
|
RESULTS
The
four methods of literary instruction were analysed to determine the percentage
of students who agreed or disagreed about the value of literature instruction.
From each of the four methods, the researcher coded the responses of 1,850
pupils. Analysis shows that students' answers to the question "what are
the benefits of teaching literature?" fall into four broad categories:
language approach (with 50% of the total), context (30%), reader's approach
(13% of the total), and text (7% of the total). There were 321 too-general
replies (321 out of a total of 500) that did not fit into any one strategy but
were nevertheless about English literature. "This literature was able to
make me study more deeply on the subject of English" is one example of such
a reaction. Moreover, a number of student comments had nothing to do with
English literature and did not fit into any of the four categories. "I
prefer chemistry" is one of very few entirely unconnected replies (out of
a total of 10) that were discovered.
Furthermore,
several student replies were ambiguous or did not fit neatly into any of the
categories. For example, "reading and listening to stories is very
boring" is one of the unfavourable comments given by students. Although
the remark has aspects of a literary teaching strategy, the student sees no use
for it. "Studying literature does not contribute to English society"
and "I don't feel the benefits of studying literature" are examples
of student comments that are problematic. There is no way to disentangle the
positive outcomes of school-based literary study from this unfavourable
reaction.
In
order to determine which ways of teaching literature were most typically
employed, the researcher grouped all of the students' replies into four
categories. Students' perceptions of the literary works covered in class are
shaped by the methods used to teach literature. As demonstrated in figure, the
proportion of each strategy to teaching literature is shown. From most
students' points of view, the language method is the most beneficial way to
teach literature (50%), followed by the context approach (25%), the reader's
approach (15%), and finally, the text approach (10%). Further analysis of the
student replies revealed that 20% of the sample stated all four pedagogical techniques
concurrently, and 45% mentioned all four simultaneous. Overwhelmingly, pupils
reacted to many literary teaching methods simultaneously. That some educators
in the field utilise a mix of strategies to include literary study into their
lessons is clearly evident.
Three
hundred and eighty-plus students offered variants on using two or more methods
of instruction. Not only does this answer show that students have a unanimous
view on the value of literary instruction, but it also suggests that most literature
classes use a variety of methods. Among the four methods for teaching
literature, the majority of students (330 out of 400) felt that a mix of the
context and language approaches was the most effective (60 percent). Thirty
percent of the students (165 total) said they used a hybrid strategy combining
language and context in their work. Additionally, a different set of
perspectives was identified, namely a blend of text and linguistic
characteristics; specifically, 0.4% (3) and 5% (30) of students demonstrated
this mix of opinions.
Figure 2: Literary pedagogical
approaches as a proportion of student comments
A
total of 95% of students responded to the language method, with 50% going to
the context approach, 20% to the reader's approach, 15% to the parts of the
text approach, and 10% to the remaining questions. A thorough analysis of
student replies was conducted by the researcher, who then classified them
according to the four pedagogical approaches to literary instruction.
Table displays student replies based on
the four methodologies and provides detailed statistics on student
categorisation. Nearly all students(92%) had their literary replies improved in
more than one way, according to the data collected from all responses (528).
Nearly half of the students (45%) believe that literature helps with the
language approach's components, like as English idioms and vocabulary (250).
Thirty percent of students (166 total) also said that reading literature helps
with English language proficiency.
Twenty
percent of students (111 out of150) also provided insightful literary comments
on the elements covered by the context method. According to students, "the
historical context, the cultural context, and the social literature" are
the most important parts of the context method. Nearly half of the students, or
279 out of a total of 500, brought this up. Also, in the reader's approach,
one-third of the pupils mentioned the advantages of reading. A third of the
respondents (167 people) highlighted the importance of developing one's
critical thinking abilities and personal growth. Students seldom or never cited
the text method, which accounted for 10% of the total (74). Textual approach
refers to the practice of ignoring details of a literary work, such as its
setting, characters, or the reading experience. In their answers, students
touched on a number of topics that make up the English literature core
curriculum standard: literary terminology (2% of the total), literary work
kinds (2% of the total), and the history and development of English literature
(5% of the total). Students, however, failed to bring up the elements of first-person
narrative that are inherent in literary works.
Table
3: The advantages of
studying literature as seen through the eyes of the students in a holistic
manner (four methods to literature instruction)
|
Approach |
Aspect |
Number
of students (n
= 555) |
Student Perspectives |
|
|
Language
approach |
Approach to language |
139 (28%) |
I can study English
in a more engaging manner via books. |
|
|
American English
grammar and syntax |
111 (20%) |
My understanding of
English grammar is rather advanced. |
|
|
|
Idioms and vocabulary
in English |
250 (45%) |
Reading books has
helped me expand my vocabulary. |
||
|
Proficiency in the
target language |
166 (30%) |
The English language
is something I can work on. |
||
|
A chronology of
significant works written in English |
88 (16%) |
The evolution of
English literature was another area of study that I pursued via literature. |
||
|
Context
approach |
The context method
as a whole |
27 (5%) |
I learn about the
author's thought process via reading their works of literature. |
|
|
|
Obtain details on
the life and work of the writer. |
84 (15%) |
Reading works of
literature may enrich one's understanding of the lives and works of English
poets and authors. |
|
|
|
Historical,
cultural, and societal factors that shape literary works |
279 (50%) |
The way people think
in various eras is something I can discern. |
|
|
|
Time and its
development in the English-speaking world |
44 (8%) |
Acquire the skill of
analysing literature in relation to its time |
|
|
|
Approach for a
general audience |
12 (2%) |
The story's lessons
will undoubtedly benefit my life. |
|
|
Reader
approach |
My own reading
background |
0 (0%) – |
|
|
|
|
Raise enthusiasm for
literature |
55 (10%) |
My interests might
guide my language usage as I peruse literature from different genres and time
eras. |
|
|
|
Sharpen your ability
to think critically |
167 (30%) |
One way to uncover
fresh ideas to aid you through life is to read literary works. |
|
|
Text
approach |
Approach to text in
general |
50 (9%) |
Acquire
understanding about prehistoric culture |
|
|
|
Literature periodisation |
17 (3%) |
Equipped to enhance
one's capacity to comprehend the language's style |
|
|
|
Forms of literature |
12 (2%) |
Learn to identify
the many forms of poetry |
|
|
|
Literary components
inherent to a work (plot, topic) |
12 (2%) |
Acquiring a better
grasp of literary works' significance |
|
|
|
Factors inherent to
the environment (the function of time and location) |
0 (0%) – |
|
|
|
|
Persona in Figure |
0 (0%) – |
|
|
It
is reasonable to wonder what factors contribute to the disparity in the
percentages of students who think literature classes are beneficial. There are
a number of components to this, and one of them is mimicking the teacher's
method while studying literature. Researchers provided an explanation for why
students' opinions on the value of literary instruction varied between schools.
The second issue formulation is addressed by the presentation of these data: do
students from different schools have different opinions on the advantages of
studying literature? Based on the four methods, researchers compared the
students' perspectives on literature's advantages from each institution. Table
shows that students' opinions on the value of literature instruction vary by
school and method. The investigation showed that students in 10 out of 15
schools ranked the language approach, context approach, and reader approach as
the most important parts of the approach, while the text approach was the least
cited.
Despite
some variation in the relative importance of the other schools' methods, the
text approach received the fewest mentions overall. Table displays the study
findings showing that there are substantial variances in the ways in which
students perceive the advantages of teaching literature. Still, most students'
answers belong to the second group, which includes the discussion and context
method. Students from five different schools also indicated using a mix of
methods, or a mixture of two or more methods, when asked about literary
instruction. Additionally, all four methods were cited by all except one school
(school 7), which omitted the text approach. Based on the following techniques,
students' perspectives on the advantages of teaching literature at each school
varied from 0 to 23%: language, reader, context, and text. Table shows that
students' perceptions of literature's value in bolstering education and life
are diverse based on the percentages of the methods to literature instruction.
This further suggests that every school's literature instructor has their own
unique method of instruction.
Table
4: Percentage of student responses based on approach and school
|
School |
5 |
12 |
14 |
13 |
1 |
2 |
9 |
6 |
7 |
15 |
10 |
8 |
11 |
3 |
4 |
|
Number
of students |
37 |
53 |
42 |
43 |
45 |
35 |
44 |
44 |
30 |
20 |
34 |
35 |
53 |
44 |
45 |
|
Language (%) |
89 |
91 |
92 |
89 |
91 |
90 |
88 |
80 |
71 |
68 |
96 |
80 |
72 |
40 |
24 |
|
Context
(%) |
45 |
50 |
45 |
81 |
80 |
80 |
30 |
50 |
52 |
64 |
45 |
51 |
81 |
74 |
68 |
|
Reader
(%) |
12 |
30 |
20 |
40 |
31 |
35 |
25 |
38 |
34 |
40 |
70 |
57 |
40 |
33 |
33 |
|
Text
(%) |
8 |
7 |
20 |
10 |
20 |
15 |
8 |
20 |
0 |
12 |
7 |
7 |
20 |
23 |
9 |
A
total of 555 students from junior and senior high schools participated in this
investigation. According to the study's results, 75 percent of students express
opinions on literature's advantages inside the linguistic approach area.
Aspects or characteristics of pupils typically bring up this method. Previous
research has shown that students' perceptions of literature are impacted by the
teaching style or approach that teachers use. “In India, the language approach
is the most commonly used approach, either alone or in combination, when teaching
literary works to students. This study's results support that theory. The
study's most surprising conclusion is that most students believe that
literature classes significantly improve their abilities across the board,
including language skills, critical thinking, and all four of the comprehensive
methods. This literature review is crucial for enhancing English language
acquisition, despite the fact that it is executed independently in practice.
This study adds to the growing body of evidence that teaches pupils literature
improves their reading abilities across the board, including accuracy, speed,
and comprehension. The idea that pupils may pick up a wide range of linguistic
styles and registers from literature further supports this. Students' reading,
writing, speaking, and listening abilities will all benefit from a solid
foundation in challenging vocabulary.[10]
The
second most common method, according to students' opinions (57%), is the one
that depends on the immediate environment. The context method was referenced by
over 50% of the pupils. The bulk of the class discussed how literature reflects
society, culture, and history. This proportion is bolstered when instructors
give literary works as study material that is relevant to social and cultural
life. Poetry, short tales, dramas, novels, legends, and other forms of
literature are often read aloud in classrooms as a means of introducing pupils
to literature and its relevance to modern life and society. [11]This is done to
help students develop their critical culture skills and their ability to react
to phenomena or issues across cultures. The capacity to write literary works
using figurative language, rather than one's own language, is another crucial
skill that students develop via reading. Possessing this skill leads to a deep
comprehension of literary works. The study also found that students cite the
reader's approach (35% of the time) and the text approach (13% of the time) the
least when asked about other methods. When asked to compare and contrast the
two methods, students most often cited opportunities to hone their critical
thinking and personal skills as strengths. Since literary works depict
narratives from a variety of viewpoints, including historical, cultural, and
social life, this result is in line with the premise that teaches literature
may enhance students' translingual and transcultural skills. Nevertheless,
there are instances when kids do not get advantages like personal growth
(reading comprehension, perspective taking, etc.).[12]
The
reason why certain parts of language acquisition are either overlooked or never
brought up by students is that they are either unaware of how valuable these
parts are or that they have already been incorporated into other parts of the
language. No mention is made of the reader's approach, which encompasses
reading experience features, or the text approach, which encompasses setting
and character aspects.[13] Overall, this
student study does not provide a picture of the advantages of teaching
literature comprehensively, even if most students cite many techniques.
Teaching literature simply helps students' linguistic abilities, students say.
Furthermore, another discovery from the perspectives of students on the advantages
of literary instruction is that there are differences in their perceptions of
these advantages.” [14] The pedagogical approaches and language curricula used
by individual educators are the root causes of this diversity. Take school 4 as
an example; only 23% of pupils brought up elements of the linguistic approach;
in school 5, that number jumps to 90%. This disparity in percentages suggests
that there are diverse viewpoints on the literary curriculum and pedagogical
approaches to teaching literature. This confirms the hypothesis that a more
holistic approach to education has the potential to alter classroom dynamics,
eliciting diverse perspectives from students and even fostering healthy
competition.[15]
CONCLUSION
According
to the results, the majority of students had a good impression; that is,
studying literature while learning English does indeed help with the linguistic
parts of language acquisition. When asked about the merits of literature as a
teaching tool, students are most enthusiastic about the language and context
methods, with reader and text approaches coming in a close second and third,
respectively. The linguistic approach in conjunction with context is the most
balanced method. Teachers' pedagogical preferences explain why certain
classroom experiences deviate from the study sample when it comes to the
positive effects of education on linguistic competence. This study's findings
suggest that students' perspectives on the value of literature instruction can
inform policymakers' work on language curricula, guide educators' decisions
about the most effective pedagogical approaches, address students' needs for
linguistic support, and shed light on previously unseen facets of literature's
positive effects on learning. One of the many problems with this research is
that it doesn't take gender into account and only looks at a small sample from
junior high and high school. Although the purpose of this study is to uncover
students' perspectives on the advantages, there are still gaps in our understanding
of the instruments used to measure them and the possibility that students'
divergent opinions on literature are based on their personal preferences. The
researcher suggests many areas for further study based on these shortcomings:
In order for the research findings to be more comprehensive, it is expected
that future studies will involve a wider and larger number of participants,
take gender into account, use more comprehensive instruments (such as those
that present selected responses to all types of literary works), and conduct
deeper analyses, particularly qualitative ones.
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