Es un hecho fácilmente constatable que los textos literarios apenas son considerados en la clase de lengua extranjera en los niveles preuniversitarios, y que cuando se utilizan, habitualmente se viene trabajando solamente la comprensión lectora. Al efecto negativo de la enseñanza comunicativa en el uso de la literatura en la clase de lengua extranjera, se podría añadir asimismo otra serie de factores, entre los que destaca la excesiva dicotomía existente entre lengua y literatura; muchos docentes se consideran capaces de enseñar lengua, pero no así literatura.
A continuación se presentan una serie de actividades originales basadas en la versión adaptada de la obra Things Fall Apart de Chinua Achebe. Ante la trivialidad preponderante en la mayoría de los materiales diseñados para la enseñanza de la lengua extranjera, la literatura nos ofrece la posibilidad de analizar y tratar cuestiones de una mayor complejidad y sutileza. Es por ello que las actividades propuestas fomentan el desarrollo de las cuatro destrezas lingüísticas y la atención a las formas lingüísticas de un modo integrado, al tiempo que se impulsa el desarrollo personal, social y moral del discente.
Get full access to this article
View all access options for this article.
References
1.
AlcònE. (1997). Cognitive approaches for explaining the phenomena of second language acquisition and second language use in communication.Communication and Cognition, 30 (1/2), 7–28.
2.
BassnetS.GrundyP. (1993). Language through literature: Creative language teaching through literature.Londres: Pilgrims/Longman.
3.
BergaM. (1999). Fallen angels: On reading landscape and poetry.Language awareness, 8, 51–61.
4.
BolithoR. (1998). Language awareness in the English classroom.English teaching professional, 6, 3–6.
5.
BrumfitC. J. (1991). Literature on language.Hong Kong: Macmillan Publishers.
6.
BrumfitC. J.CarterR. A. (1986). Literature and language teaching.Oxford: Oxford University Press.
7.
BygateM.TonkynA.WilliamsE. (Eds.) (1994). Grammar and the language teacher.Londres: Prentice Hall.
CarterR.McraeJ. (1996). Language, literature & the learner. Creative classroom practice.Londres: Longman.
10.
Celce-MurciaM.DörnyeiZ.ThurrellS. (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching.TESOL Quarterly, 31, 141–152.
11.
CollieJ.SlaterS. (1993). Short stories for creative language classroom.Cambridge: Cambridge University Press.
12.
DaveyJ. (1992). Things fall apart. Chinua achebe. Intermediate level. Malta: Heinemann Guided Readers.
13.
DoughtyC. (1991). Second language instruction does make a difference.Studies in second language acquisition, 13 (4), 431–469.
14.
DoughtyC.WilliamsJ. (Eds.) (1998). Focus on form in classroom. Second language acquisition.Cambridge: Cambridge university Press.
15.
DunnT. A. (1981). Notes on ‘Things fall apart’.Singapur: Longman.
16.
EllisN. (1995). Consciousness in second language acquisition: A review of field studies and laboratory experiments.Language Awareness, 4, 123–146.
17.
EllisR. (1990). Instructed second language acquisition.Oxford: Blackwell.
18.
FaircloughN. (Ed.) (1992). Critical language awareness.Harlow: Longman.
19.
GastonJ. (1984). Cultural awareness teaching techniques.Battlevoro, VE: Pro Lingua.
20.
GeeR. W. (1999). Encouraging ESL students to read.TESOL Journal, 8, 3–7.
21.
GilroyM.ParkinsonB. (1997). Teaching literature in a foreign language.Language teaching, 29, 213–225.
22.
HarmerJ. (1998). How to teach english.Madrid: Longman.
23.
HowattA. P. R. (1984). History of english language teaching.Oxford: Oxford University Press.
24.
JiménezR. M. (1992). Errores en la producción escrita del inglés y posibles factores condicionantes. (Tesis doctoral). Madrid: Universidad Complutense de Madrid.
25.
JohnsonK. (1996). Language teaching and skill learning.Cambridge, MA: Blackwell Publishers.
26.
KleinW. (1998). The contribution of second language acquisition research.Language learning, 48, 527–550.
27.
KramschC. (1994). Context and culture in language teaching.Hong Kong: Oxford University Press.
28.
LasagabasterD. (1998). Testu literarioen erabilpena bigarren hizkuntzako klasean: zenbait ariketa.Tantak, 19, 95–104.
29.
LasagabasterD. (1999a). Literary awareness in the foreign language classroom.Cultura y Educación, 14/15, 5–17.
30.
LasagabasterD. (1999b). El texto literario como base para la enseñanza del inglés. En Fernández-corugedoS.G.ValdeónR.A.GarcíaD.OjangurenA.UrdialesN.AntónA. (Eds.) Essays in english language teaching: A review of the communicative approach (pp. 209–218) Oviedo: Universidad de Oviedo.
31.
LazarG. (1993). Literature and language teaching.Cambridge: Cambridge University Press.
32.
LittlewoodW. (1981). Communicative language teaching: An introduction.Cambridge: Cambridge University Press.
33.
LloberaM. (1995). Una perspectiva sobre la competencia comunicativa y la didáctica de las lenguas extranjeras. En LloberaM.TurellM. T.ZanónJ. (Eds.), Competencia comunicativa. Documentos básicos en la enseñanza de lenguas extranjeras (pp. 3–21). Madrid: Edelsa.
34.
LongM. (1983). Does second language instruction make a difference?: A review of the research.TESOL Quarterly, 17, 359–382.
35.
MaleyA. (1999). Surviving the 20th century.English teaching professional, 10, 3–7.
36.
MclaughlinB. (1987). Theories of second-language learning.Londres: Edward Arnold.
37.
McraeJ. (1992). Wordsplay. Londres; Macmillan.
38.
MeraR. M. (1999). Reading in recent ELT coursebooks.ELT Journal, 53, 12–21.
39.
NunanD. (1988). The Learner-Centred Curriculum.Cambridge: Cambridge University Press.
40.
NunanD. (1989). Designing tasks for the Communicative Classroom.Cambridge: Cambridge University Press.
41.
NunanD. (1991). Language Teaching Methodology. A textbook for teachers.Nueva York: Prentice Hall.
42.
Prieto pablosJ. A. (1992). The two (or three) L. A/s: Using literary texts in English in southern Spain.Language Awareness, 1 (1), 33–45.
43.
RutherfordW. (1987). Second Language Grammar: Learning and Teaching.Londres: Longman.
44.
SchmidtR. W. (1990). The role of consciousness in second language learning.Applied Linguistics, 11 (2), 17–46.
45.
SchmidtR. W. (1995). Conciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. En SchmidtR. (Ed.), Attention and awareness in foreign language learning (pp. 1–64). Hawaíi: University of Hawaíi Press.
46.
SchmidtR. W. (En prensa). Consciousness and foreign language learning: Issues of attention and awareness. En CotsJ. M.NussbaumL. (Eds.), La reflexión sobre la lengua y la comunicación en la enseñanza de lenguas.Lleida: Universitat de Lleida.
47.
SellR. D. (1995). Literature throughout foreign language education: The implications of pragmatics.Review of English Language Teaching, 5, 1.
48.
SkehanP. (1994). Second language acquisition strategies, interlanguage development and task-based learning. En BygateM.TonkynA.WilliamsE. (Eds.) (1994). Grammar and the language teacher (pp. 175–199). Londres: Prentice Hall.
49.
SpadaN. (1997). Form-focussed instruction and second language acquisition: A review of classroom and laboratory research.Language teaching, 30, 73–87.
50.
Van lierL. (1996). Interaction in the language curriculum. Awareness, autonomy & authenticity.Nueva York: Longman.
51.
VanpattenB. (1990). Theory and research in second language acquisition and foreign language learning: On producers and consumers. En VanpattenB.LeeJ. F. (Eds.) Second language acquisition—Foreign language learning (pp. 3–32). Clevedon, GB: Multilingual Matters.
52.
Watcyn-JonesP. (Ed.) (1997a). Top class activities: 50 Fun games and activities by top ELT Writers.Londres: Penguin.
53.
Watcyn-JonesP. (1997b). Pair work 1.Londres: Penguin.
54.
Watcyn-JonesP. (1997c). Pair work 2.Londres: Penguin.
55.
WiddowsonH. G. (1998). Context, community, and authentic language.TESOL Quarterly, 32, 705–716.
