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Integrating The Mark on the Wall into an EFL Lesson to Teach Reading and Vocabulary

Year 2021, Volume: 25 Issue: 4, 1793 - 1808, 28.12.2021
https://doi.org/10.53487/ataunisosbil.976895

Abstract

As the literature strikes interest and arouses the curiosity of learners, it is widely acknowledged that it has an undeniable impact on language education. In this sense, a lesson plan was developed focusing on the reading skill and vocabulary, and aimed at getting learners to discuss and make a critical analysis of a story. Accordingly, Virginia Woolf's one of the well-known short stories, ‘The Mark on the Wall’ was incorporated into the plan as an extensive reading resource. In light of constructivism theory and eclectic method, this plan was designed for the instructors teaching English to learners enrolled in the English philology department and taking one-year compulsory preparatory education at schools of foreign languages. As it is grounded upon synchronization, orchestration and symbiotic existence of the language teaching techniques, this short course plan would stimulate students’ self-discovery, creativity, learner-centeredness, and reading analyses via pair-work and group activities.

References

  • Anderson, N. J. (1999). Exploring second language reading. Boston: Thompson & Heinle.
  • Arıoğul, S. (2001). The teaching of reading through short stories in advanced classes. (Unpublished master’s thesis). Hacettepe University, Ankara.
  • Brown, H. D. (2001). Teaching by principle and interactive approach to language pedagogy. New York: Longman Inc.
  • Budner, S. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30(1), 29-50. https://doi.org/10.1111/j.1467-6494.1962.tb02303.x
  • Baştuğ, D. and Broutin, J. (2021). Advances in Language and Literary Studies (ALLS). 12(2), 13-20. http://dx.doi.org/10.7575/aiac.alls.v.12n.2.p.13
  • Call, M. (1985). Auditory short-term memory, listening comprehension and the input hypothesis. TESOL Quarterly, 19(4), 765-778.
  • Carrell, P. L. (1983). Some issues in studying the role of schemata or background knowledge in second language comprehension. Reading in a Foreign Language, 1, 81-92.
  • Choe, S. W. T. and Drennan P. M. (2001). Analyzing scientific literature using a jigsaw group activity piecing together student discussions on environmental research. Journal of College Science Teaching, 30(5), 328-30.
  • Cook, V. J. (1983). What should language teaching be about? ELT Journal, 37(3), 229-234. https://doi.org/10.1093/elt/37.3.229
  • Cook, V. J. (2008). Second language learning and language teaching. Hodder Education Publishers.
  • Collie, J. and Slater, S. (1987). Literature in the language classroom. A resource book of ideas and activities. Cambridge: Cambridge University Press.
  • Elliot, R (1990). Encouraging reader-response to literature in ESL situations. ELT Journal, 44(3), 191-198.
  • Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13.
  • Foerster, L. M. (1973). Personalizing reading instruction. Elementary English, 50(3), 461-463.
  • Freeman, D. and Richards, J. C. (1996). Teacher learning in language teaching. U.K.: Cambridge University Press.
  • Goodman, K. S. (1970). Reading: A psycholinguistic guessing game. In H. Singer, R. B. Ruddell (Ed.), Theoretical models and processes of reading (pp. 497-508). Newark, DE: International Reading Association.
  • Grabe, W. (2009). Reading a second language moving from theory to practice. New York Cambridge University Press.
  • Hall, G. (2015). Literature in language education. Basingstoke: Palgrave Macmillan.
  • Hall, G. (2015). Recent developments in uses of literature in language teaching. In M. Teranishi, Y. Saito, K. Wales (Ed.), Literature and language learning in the EFL classroom (pp. 13-25). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_2
  • Harmer, J. (2007). The practice of English language teaching. Harlow: Longman.
  • Helton, C. A., Asamani, J. and Thomas, E. D. (1998). A ‘Novel’ approach to the teaching of reading. Tennessee State: Tennessee State University.
  • Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: The University of Michigan Press. https://doi.org/10.3998/mpub.23736
  • Jones, R. (1980). An ABC of English teaching. London: Heinemann.
  • Kelley, R. (1932). Extensive reading of the short story. The English Journal, 21(8), 651-654.
  • Kim, M. (2004). Literature discussions in adult SL learning. Language and Education, 18(2), 145-166.
  • Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2-3), 125-128.
  • Koda, K. (1992). The effects of lower-level processing skills on FL reading performance: Implications for instruction. The Modern Language Journal, 76, 502-512. https://doi.org/10.1111/j.15404781.1992.tb05400.x
  • Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1-44. http://dx.doi.org/10.1111/0023-8333.101997010-i1
  • Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
  • Kuze, K. (2015). Using short stories in university composition classrooms. In M. Teranishi, Y. Saito, K. Wales (Ed.), Literature and language learning in the EFL classroom (pp. 182-196). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_13
  • Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press
  • Larsen-Freeman, D. and Anderson, M. (2011). Techniques and principles in language teaching (3rd Ed.). New York, NY: Oxford University Press.
  • Leclercq, M. (2002). Theoretical aspects of the main components and functions of attention. In M. Leclercq, P. Zimmermann (Ed.), Applied neuropsychology of attention: Theory, diagnosis and rehabilitation (pp. 3-55). New York: Psychology Press.
  • Lozanov, G. (1978). Suggestology and Suggestopedia–Theory and practice. Bulgaria: United Nations Education, Scientific and Cultural Organization.
  • Mason, N. and Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102. https://doi.org/10.1016/S0346-251X(96)00063-2
  • McKay, S. (2014). Literature as content for language teaching. In M. Celce-Murcia, D. M. Brinton, M. A. Snow (Ed.), Teaching English as a second or foreign language (4th Ed.) (pp. 488-500). Boston, MA: National Geographic Learning/Heinle Cengage Learning.
  • Myonghee, K. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145-166. https://doi.org/10.1080/09500780408666872
  • Naji, J., Subramaniam, G. and White, G. (2019). New approaches to literature for language learning. Switzerland: Palgrave Macmillan.
  • Nassaji, H. (2003). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87, 261-276. https://doi.org/10.1111/1540-4781.00189
  • Par, L. (2018). The EFL students’ critical reading skills across cognitive styles. JEELS, 5(1), 73-96.
  • Paran, A. (2008) .The role of literature in instructed foreign language learning and teaching: An evidence-based survey. State of the art article. Language Teaching, 41(4), 465-496.
  • Pressley, M. (2002). Reading instruction that works: The case for balanced reading (2nd Ed.). New York: Guilford.
  • Reviews from a Serial Reader. (2020). https://www.goodreads.com/book/show/14221931-the-mark-on-the-wall.
  • Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, W. Brewer (Ed.), Theoretical issues in reading comprehension (pp.33-58). Mahwah: Erlbaum Association.
  • Sage, H. (1987). Incorporating literature in ESL instruction. New Jersey: Prentice-Hall.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
  • Scott, V. M. and Huntington, J. A. (2007). Literature, the interpretive mode and novice learners. The Modern Language Journal, 91(1), 3-14.
  • Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly, 19(4), 703-721.
  • Stern, S. (1991). An integrated approach to literature in ESL/EFL in teaching English as a second or foreign language. Boston: Heinle & Heinle Publishers.
  • Tompkins, P. J. (1994). Reader-response criticism. Baltimore, Maryland: John Hopkins University Press.
  • Tseng, F. (2010). Introducing literature to an EFL classroom: Teacher’s presentations and students’ perceptions. Journal of Language Teaching and Research, 1(1), 53-65. https://doi.org/10.4304/jltr.1.1.53-65
  • Woolf, V. (1921). The mark on the wall. New York: Harcourt, Brace and Company, Inc.

Integrating The Mark on the Wall into an EFL Lesson to Teach Reading and Vocabulary

Year 2021, Volume: 25 Issue: 4, 1793 - 1808, 28.12.2021
https://doi.org/10.53487/ataunisosbil.976895

Abstract

Edebiyatın öğrencilerde ilgi ve merak uyandırıp öğrenmelerine ilham verdiği düşünüldüğünde dil eğitiminde yadsınamaz bir etkisi olduğu açıktır. Bu gerçeği dikkate alarak, öğrencilere kısa öykü üzerinde eleştirel incelemeler yapma fırsatı sunan aynı zamanda kelime ve okuma becerisine ağırlık veren bir ders planı geliştirilmiştir. Bu amaçla, İngiliz edebiyatının en önemli eserlerinden biri olan Virginia Woolf’un The Mark on the Wall adlı kısa öyküsü ‘yaygın okuma’ kaynağı olarak plana dâhil edilmiştir. Plan, yapılandırmacılık kuramı ve eklektik yöntem ışığında tasarlanmıştır. Bu program, yabancı diller yüksekokulunda, bir yıl zorunlu hazırlık eğitimi alan 17 yaş ya da üzerindeki İngiliz Edebiyatı bölümü öğrencilerine ileri seviyede İngilizce dersi veren öğretim görevlileri için hazırlanmıştır. Dolayısıyla, çalışmanın geliştirilmesindeki asıl sebep, akademik personele pratik ve kolaylıkla uyarlanabilen üç saatlik yoğun bir ders programı sunmaktır. Böylelikle, dil öğretim tekniklerine dayalı bu ders planını, öğretim görevlileri detaylı hazırlık yapmadan derste direkt uygulayabileceklerdir. Örnek planın ardından gelecek çalışmalara yön verecek tavsiyelere de yer verilmiştir.

References

  • Anderson, N. J. (1999). Exploring second language reading. Boston: Thompson & Heinle.
  • Arıoğul, S. (2001). The teaching of reading through short stories in advanced classes. (Unpublished master’s thesis). Hacettepe University, Ankara.
  • Brown, H. D. (2001). Teaching by principle and interactive approach to language pedagogy. New York: Longman Inc.
  • Budner, S. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30(1), 29-50. https://doi.org/10.1111/j.1467-6494.1962.tb02303.x
  • Baştuğ, D. and Broutin, J. (2021). Advances in Language and Literary Studies (ALLS). 12(2), 13-20. http://dx.doi.org/10.7575/aiac.alls.v.12n.2.p.13
  • Call, M. (1985). Auditory short-term memory, listening comprehension and the input hypothesis. TESOL Quarterly, 19(4), 765-778.
  • Carrell, P. L. (1983). Some issues in studying the role of schemata or background knowledge in second language comprehension. Reading in a Foreign Language, 1, 81-92.
  • Choe, S. W. T. and Drennan P. M. (2001). Analyzing scientific literature using a jigsaw group activity piecing together student discussions on environmental research. Journal of College Science Teaching, 30(5), 328-30.
  • Cook, V. J. (1983). What should language teaching be about? ELT Journal, 37(3), 229-234. https://doi.org/10.1093/elt/37.3.229
  • Cook, V. J. (2008). Second language learning and language teaching. Hodder Education Publishers.
  • Collie, J. and Slater, S. (1987). Literature in the language classroom. A resource book of ideas and activities. Cambridge: Cambridge University Press.
  • Elliot, R (1990). Encouraging reader-response to literature in ESL situations. ELT Journal, 44(3), 191-198.
  • Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 1-13.
  • Foerster, L. M. (1973). Personalizing reading instruction. Elementary English, 50(3), 461-463.
  • Freeman, D. and Richards, J. C. (1996). Teacher learning in language teaching. U.K.: Cambridge University Press.
  • Goodman, K. S. (1970). Reading: A psycholinguistic guessing game. In H. Singer, R. B. Ruddell (Ed.), Theoretical models and processes of reading (pp. 497-508). Newark, DE: International Reading Association.
  • Grabe, W. (2009). Reading a second language moving from theory to practice. New York Cambridge University Press.
  • Hall, G. (2015). Literature in language education. Basingstoke: Palgrave Macmillan.
  • Hall, G. (2015). Recent developments in uses of literature in language teaching. In M. Teranishi, Y. Saito, K. Wales (Ed.), Literature and language learning in the EFL classroom (pp. 13-25). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_2
  • Harmer, J. (2007). The practice of English language teaching. Harlow: Longman.
  • Helton, C. A., Asamani, J. and Thomas, E. D. (1998). A ‘Novel’ approach to the teaching of reading. Tennessee State: Tennessee State University.
  • Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: The University of Michigan Press. https://doi.org/10.3998/mpub.23736
  • Jones, R. (1980). An ABC of English teaching. London: Heinemann.
  • Kelley, R. (1932). Extensive reading of the short story. The English Journal, 21(8), 651-654.
  • Kim, M. (2004). Literature discussions in adult SL learning. Language and Education, 18(2), 145-166.
  • Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2-3), 125-128.
  • Koda, K. (1992). The effects of lower-level processing skills on FL reading performance: Implications for instruction. The Modern Language Journal, 76, 502-512. https://doi.org/10.1111/j.15404781.1992.tb05400.x
  • Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1-44. http://dx.doi.org/10.1111/0023-8333.101997010-i1
  • Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
  • Kuze, K. (2015). Using short stories in university composition classrooms. In M. Teranishi, Y. Saito, K. Wales (Ed.), Literature and language learning in the EFL classroom (pp. 182-196). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137443663_13
  • Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press
  • Larsen-Freeman, D. and Anderson, M. (2011). Techniques and principles in language teaching (3rd Ed.). New York, NY: Oxford University Press.
  • Leclercq, M. (2002). Theoretical aspects of the main components and functions of attention. In M. Leclercq, P. Zimmermann (Ed.), Applied neuropsychology of attention: Theory, diagnosis and rehabilitation (pp. 3-55). New York: Psychology Press.
  • Lozanov, G. (1978). Suggestology and Suggestopedia–Theory and practice. Bulgaria: United Nations Education, Scientific and Cultural Organization.
  • Mason, N. and Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102. https://doi.org/10.1016/S0346-251X(96)00063-2
  • McKay, S. (2014). Literature as content for language teaching. In M. Celce-Murcia, D. M. Brinton, M. A. Snow (Ed.), Teaching English as a second or foreign language (4th Ed.) (pp. 488-500). Boston, MA: National Geographic Learning/Heinle Cengage Learning.
  • Myonghee, K. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145-166. https://doi.org/10.1080/09500780408666872
  • Naji, J., Subramaniam, G. and White, G. (2019). New approaches to literature for language learning. Switzerland: Palgrave Macmillan.
  • Nassaji, H. (2003). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87, 261-276. https://doi.org/10.1111/1540-4781.00189
  • Par, L. (2018). The EFL students’ critical reading skills across cognitive styles. JEELS, 5(1), 73-96.
  • Paran, A. (2008) .The role of literature in instructed foreign language learning and teaching: An evidence-based survey. State of the art article. Language Teaching, 41(4), 465-496.
  • Pressley, M. (2002). Reading instruction that works: The case for balanced reading (2nd Ed.). New York: Guilford.
  • Reviews from a Serial Reader. (2020). https://www.goodreads.com/book/show/14221931-the-mark-on-the-wall.
  • Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, W. Brewer (Ed.), Theoretical issues in reading comprehension (pp.33-58). Mahwah: Erlbaum Association.
  • Sage, H. (1987). Incorporating literature in ESL instruction. New Jersey: Prentice-Hall.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
  • Scott, V. M. and Huntington, J. A. (2007). Literature, the interpretive mode and novice learners. The Modern Language Journal, 91(1), 3-14.
  • Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly, 19(4), 703-721.
  • Stern, S. (1991). An integrated approach to literature in ESL/EFL in teaching English as a second or foreign language. Boston: Heinle & Heinle Publishers.
  • Tompkins, P. J. (1994). Reader-response criticism. Baltimore, Maryland: John Hopkins University Press.
  • Tseng, F. (2010). Introducing literature to an EFL classroom: Teacher’s presentations and students’ perceptions. Journal of Language Teaching and Research, 1(1), 53-65. https://doi.org/10.4304/jltr.1.1.53-65
  • Woolf, V. (1921). The mark on the wall. New York: Harcourt, Brace and Company, Inc.
There are 52 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Zülal Ayar 0000-0002-9029-7164

Publication Date December 28, 2021
Published in Issue Year 2021 Volume: 25 Issue: 4

Cite

APA Ayar, Z. (2021). Integrating The Mark on the Wall into an EFL Lesson to Teach Reading and Vocabulary. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(4), 1793-1808. https://doi.org/10.53487/ataunisosbil.976895

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