Implementing Literature-based Language Instruction in a Korean High School English Classroom.

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Bibliographic Details
Title:	Implementing Literature-based Language Instruction in a Korean High School English Classroom.
Authors:	Youn-Hee Kim¹ younkim@oise.utoronto.ca
Source:	English Teaching. Spring2010, Vol. 65 Issue 1, p87-112. 26p. 6 Charts.
Subject Terms:	English as a foreign language, Student-centered learning, Composition (Language arts), Critical thinking, *High school students, Language & culture, Korean schools
Abstract:	This study investigated the extent to which literature-based language instruction affects the English learning of Korean high school students. Of particular interest were (a) how literature-based language instruction benefits the English learning of Korean high school students and (b) how Korean high school students evaluate literature-based English instruction. Using mixed-methods research techniques, student responses to a questionnaire and an interview were collected and analyzed. The results indicated that the use of literature had positive effects in an English language learning classroom. In particular, students reported that literature was effective in helping them to develop their writing skills and critical thinking skills, while promoting learner-centered learning and assimilation with authentic English language and culture. They expressed concern about evaluation, however, indicating that the use of literary texts as reading passages for evaluation method would reduce their interest in and motivation for appreciating those works. Instructional implications for the implementation of literature-based English instruction are discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigated the extent to which literature-based language instruction affects the English learning of Korean high school students. Of particular interest were (a) how literature-based language instruction benefits the English learning of Korean high school students and (b) how Korean high school students evaluate literature-based English instruction. Using mixed-methods research techniques, student responses to a questionnaire and an interview were collected and analyzed. The results indicated that the use of literature had positive effects in an English language learning classroom. In particular, students reported that literature was effective in helping them to develop their writing skills and critical thinking skills, while promoting learner-centered learning and assimilation with authentic English language and culture. They expressed concern about evaluation, however, indicating that the use of literary texts as reading passages for evaluation method would reduce their interest in and motivation for appreciating those works. Instructional implications for the implementation of literature-based English instruction are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	10177108
DOI:	10.15858/engtea.65.1.201003.87