Teqching Culture Through Literqture Arsponse Approach
| dc.contributor.author | Leila, Bellour | |
| dc.date.accessioned | 2019-11-13T10:38:07Z | |
| dc.date.available | 2019-11-13T10:38:07Z | |
| dc.date.issued | 2013-06 | |
| dc.description.abstract | Culture cannot be taught in a vacuum but in a context. This paper is based on the premise that literature provides such a context. Indeed, there are hosts of factors, which make literature very stimulating and motivating for learning. First, it appeals to students’ emotions and passions. Second, literary texts provides students with a kind of vicarious life, and the communicative approach attempts to make learning in touch with the learner’s socio-cultural context in order to make it more effective. Students learn better if they find affinities between what they learn and their experiences. In reading literature, students use their personal, historical and cultural background. In discussing the wide array of benefits the teaching of literature might bring about, the critic Servenaz Khatib writes: The availability of a generous resource of written material, the existence of fundamental and general themes shared by the majority of people of different cultures as universals, the presence of the potential to be related to by readers and to be associated with personal thoughts, emotions and experiences, the genuine authenticity of it and the vivid illustration of the lifestyles, cultures, beliefs and behaviors of the people of the target society are only some of the numerous and immeasurable advantages of using literature in EFL contexts | en_US |
| dc.identifier.uri | http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/18545 | |
| dc.publisher | Université de M'sila | en_US |
| dc.subject | Teqching culture through ;literqture; arsponse approach | en_US |
| dc.title | Teqching Culture Through Literqture Arsponse Approach | en_US |
| dc.type | Article | en_US |
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