Literature and Language Awareness: Using Literature to Achieve CEFR Outcomes

2012/01/01 by Christian Jones, University of Lancashire · 1 citation
Arts and Humanities · Psychology · #Discourse Analysis in Language Studies #EFL/ESL Teaching and Learning #Second Language Acquisition and Learning

paper · pdf · doi:10.5420/jsltr.01.01.3320

openalex publication_date 2012/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22

Abstract

This article sets out to explore why literature (used in this article to mean poetry, plays, short stories or novels) is often a marginalised resource in EFL classrooms, even though the Common European Framework of References for Languages (CEFR) suggests it should have a role in the classroom. It first reports on the results of a questionnaire investigating English teachers’ attitudes towards using literature in the classroom. After a discussion of these results, it explores some ways in which the use of literature can be linked to CEFR outcomes in a practical teaching framework which teachers can apply to literature they choose to teach.

Citations

• The Role of Consciousness in Second Language Learning1

Cited by

• The Impact of Dialogic Literary Gatherings on the Development of Receptive Skills in EFL Undergraduates

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