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A Case Study on Students’ Identity Perceptions Using Literary Sources in Reading Courses

Year 2019, Volume: 7 Issue: 13, 1 - 12, 30.04.2019
https://doi.org/10.18009/jcer.431243

Abstract

Literary works are
conventional materials used in reading lessons because of their accessibility
and ease of use. Regarding that situation, the purpose of this study is to
gather the prep class students’ perceptions about literary works as course
materials and examine the data by taking into consideration the national
identity and class distinction. In this case study, JaneAusten’s
two novels Pride and Prejudice and Sense and
Sensibility are discussed in reading lessons in prep classes. At the end of
this process, 36 students are asked to complete an unstructured form to express
their thoughts on these books. As the results show, half of the students state
that choosing literary sources make them aware of author’s intentions, and the
contextual factors such as the political, social, and historical background of
the text. Students generally read novels, but they do not give importance to
reading these novels in English or reading literary sources which will be a
preliminary preparation for their department.

References

  • Akarsu, O. & Darıyemez, T. (2014). The reading habits of university students studying English language and literature in the digital age. Journal of Language and Linguistics, 10(2), 85-99.
  • Aksakal, E. (2015). A look at turkish nationalism in the light of modernist nationalistic theories. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 54, 203-222.
  • Cheng, H. W. (2012). Semantic and phonological activation in first and second language reading. USA: ProQuest LLC.
  • Creswell, J. W. (2012). Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172
  • Hanley, R. (2016). Slavery and the birth of working-class racism in England, 1814–1833. Transactions of the RHS, 26, 103–123.
  • Kaya, H. İ., Han, T., & Aybirdi, N. (2015). Prospective EFL teachers’ attitudes towards the use of authentic materials in EFL reading classes. The Journal of International Social Research, 8(37), 773-783.
  • Kaysili, A., & Acar-Erdol, T. (2014). The formation and development of nationalism and its continuation style through oppositions in Turkish nationalist university students. Journal of World of Turks, 6(3), 203-227.
  • Keshavarzi, A. (2012). Use of literature in teaching English. Procedia - Social and Behavioral Sciences, 46, 554-559. https://doi.org/10.1016/j.sbspro.2012.05.159
  • Khatib, M., Rezaei S., & Derakhshan A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201-208. http://doi.org/10.5539/elt.v4n1p201 Rodliyah, R. S., Imperiani, E. D., & Amalia, L. L. (2014). Indonesian tertiary students’ attitudes towards the use of local culture vs target culture reading materials in English reading class. Bahasa & Sastra, 14(1), 109-120.
  • Roozafzai, Z. S. (2012). The role of comic reading materials in enhancing the ability to read in EFL. I-Manager’s Journal on English Language Teaching, 2(3), 7-15.
  • Shanahan, D. (1997). Articulating the relationship between language, literature and culture: Toward a new agenda for foreign language teaching and research. The Modern Language Journal, 81(2), 164-174.
  • Tasneen, W. (2010). Literary texts in the language classroom: A study of teachers’ and students’ views at international school in Bangkok. Asian EFL Journal, 12(4), 173-187.
  • Tavsanli, Ö. F. & Kaldırım, A. (2017). Examining the reading habits, interests, tendencies of the students studying at the faculty of education and analyzing the underlying reason behind their preferences. European Journal of Educational Research, 6(2), 145-156.
  • Uyanıker, P. (2017). The possible effects of combined reading activities on the development of silent reading rate. Journal of Computer and Education Research, 5(9), 74-83.
  • Uzer, U. (2016). An intellectual history of turkish nationality. Salt Lake City: The University of Utah Press.
  • Yavuz, E. (2012). The evaluation of class distinction and moral values in Emma in language and culture studies. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 12(49), 1-13.

A Case Study on Students’ Identity Perceptions Using Literary Sources in Reading Courses

Year 2019, Volume: 7 Issue: 13, 1 - 12, 30.04.2019
https://doi.org/10.18009/jcer.431243

Abstract

Literary works are
conventional materials used in reading lessons because of their accessibility
and ease of use. Regarding that situation, the purpose of this study is to
gather the prep class students’ perceptions about literary works as course
materials and examine the data by taking into consideration the national
identity and class distinction. In this case study, JaneAusten’s
two novels Pride and Prejudice and Sense and
Sensibility are discussed in reading lessons in prep classes. At the end of
this process, 36 students are asked to complete an unstructured form to express
their thoughts on these books. As the results show, half of the students state
that choosing literary sources make them aware of author’s intentions, and the
contextual factors such as the political, social, and historical background of
the text. Students generally read novels, but they do not give importance to
reading these novels in English or reading literary sources which will be a
preliminary preparation for their department.

References

  • Akarsu, O. & Darıyemez, T. (2014). The reading habits of university students studying English language and literature in the digital age. Journal of Language and Linguistics, 10(2), 85-99.
  • Aksakal, E. (2015). A look at turkish nationalism in the light of modernist nationalistic theories. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 54, 203-222.
  • Cheng, H. W. (2012). Semantic and phonological activation in first and second language reading. USA: ProQuest LLC.
  • Creswell, J. W. (2012). Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. https://doi.org/10.1093/elt/56.2.172
  • Hanley, R. (2016). Slavery and the birth of working-class racism in England, 1814–1833. Transactions of the RHS, 26, 103–123.
  • Kaya, H. İ., Han, T., & Aybirdi, N. (2015). Prospective EFL teachers’ attitudes towards the use of authentic materials in EFL reading classes. The Journal of International Social Research, 8(37), 773-783.
  • Kaysili, A., & Acar-Erdol, T. (2014). The formation and development of nationalism and its continuation style through oppositions in Turkish nationalist university students. Journal of World of Turks, 6(3), 203-227.
  • Keshavarzi, A. (2012). Use of literature in teaching English. Procedia - Social and Behavioral Sciences, 46, 554-559. https://doi.org/10.1016/j.sbspro.2012.05.159
  • Khatib, M., Rezaei S., & Derakhshan A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201-208. http://doi.org/10.5539/elt.v4n1p201 Rodliyah, R. S., Imperiani, E. D., & Amalia, L. L. (2014). Indonesian tertiary students’ attitudes towards the use of local culture vs target culture reading materials in English reading class. Bahasa & Sastra, 14(1), 109-120.
  • Roozafzai, Z. S. (2012). The role of comic reading materials in enhancing the ability to read in EFL. I-Manager’s Journal on English Language Teaching, 2(3), 7-15.
  • Shanahan, D. (1997). Articulating the relationship between language, literature and culture: Toward a new agenda for foreign language teaching and research. The Modern Language Journal, 81(2), 164-174.
  • Tasneen, W. (2010). Literary texts in the language classroom: A study of teachers’ and students’ views at international school in Bangkok. Asian EFL Journal, 12(4), 173-187.
  • Tavsanli, Ö. F. & Kaldırım, A. (2017). Examining the reading habits, interests, tendencies of the students studying at the faculty of education and analyzing the underlying reason behind their preferences. European Journal of Educational Research, 6(2), 145-156.
  • Uyanıker, P. (2017). The possible effects of combined reading activities on the development of silent reading rate. Journal of Computer and Education Research, 5(9), 74-83.
  • Uzer, U. (2016). An intellectual history of turkish nationality. Salt Lake City: The University of Utah Press.
  • Yavuz, E. (2012). The evaluation of class distinction and moral values in Emma in language and culture studies. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, 12(49), 1-13.
There are 17 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Yıldırım Özsevgeç 0000-0002-8612-2636

Volkan Mutlu 0000-0001-9674-2110

Publication Date April 30, 2019
Submission Date June 6, 2018
Acceptance Date July 19, 2018
Published in Issue Year 2019 Volume: 7 Issue: 13

Cite

APA Özsevgeç, Y., & Mutlu, V. (2019). A Case Study on Students’ Identity Perceptions Using Literary Sources in Reading Courses. Journal of Computer and Education Research, 7(13), 1-12. https://doi.org/10.18009/jcer.431243

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