Publisher： Common Ground Publishing
E-ISSN： 1447-9540|18|1|645-652
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.18, Iss.1, 2011-01, pp. : 645-652
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
Literature as content provides a good example on students’ reading comprehension development. Since 1980s, there has been an increasing interest in the use of literature in the EFL classes. According to Collie and Salter (2000), literature provides a rich context in which students can increase their receptive vocabulary and sentence structures under contextual reading. In addition, Ghosn (2002) stated that literature featuring in diverse sentence patterns and passionate narratives is a rich resource for EFL classes. Furthermore, literature which is selected thematically relevant and linguistically accessible can help establish the relationship between reader and text (Mckay, 1982). As mentioned above, the adoption of literature as content in EFL classroom appears to be potentially beneficial for linguistic development. To develop EFL students’ reading comprehension, the purpose of this paper is to design a reading curriculum including course aims, objectives, and three steps of teaching approaches and assessments by integrating literature and English reading instruction. It is expected that students’ reading comprehension can be improved via the application of activities in the short story reading class.
Related content
Access to resources
Recommend
