10 Spend some time on specific language features. Spontaneous speech
particularly is often full of prefabricated chunks: phrases such as, ‘and the
other thing was’ or, ‘that’s funny, actually...’ If learners become aware of
these chunks they may start to incorporate them into their own speech,
which can help them sound very fluent. Many of the specific language
features mentioned in the section on written texts can be exploited with
spoken texts, too. Vocabulary and tense use can both be profitably studied—
it can be interesting to contrast usage in certain written and spoken texts.24 Using literature
Literature can be a valuable addition to many courses even if it does not, strictly
speaking, form part of learners’ language study goals. It is part of the target culture,
it can contribute to world knowledge, it engages readers emotionally and is
enjoyable. The following tips should help you to use literary texts effectively
with your learners.
1 Select texts carefully. For use in class, a text needs to be short: something
you could read aloud in five minutes or less. Good candidates are poems,
very short stories, or extracts from stories—though in this latter case, make
sure the extract can actually stand alone. Also ensure that the complexity of
the text is not too far outside your learners’ range.
2 Do preparatory work, if necessary. Teaching one or two essential
vocabulary items, or activating learners’ knowledge of a context, can ensure
that the text is globally understood on the first encounter. Such immediate
understanding is highly motivating.
3 Present the whole text before wo rking on details. You might read it aloud
yourself—many literary texts are intended to be performed. You could also
invite learners to read silently, if they have the experience to do so without
worrying too much about details. The important thing is for them to feel the
impact of the text as a whole.
4 Build up understanding. Ask learners for first reactions to the text. You
can use a whole class format, inviting individual learners to contribute with
anything they have understood or any reflections they have. This then forms
a basis for rereadings and further work. The level at which they can engage
after one reading/hearing gives you a good idea of how demanding the text
will be for them.
5 Ask learners to engage with the story. Not all texts have stories, of course,
but if yours does, you can ask learners to continue it, to express it from one
character’s point of view, or to think of a title which encapsulates it. All
these activities raise awareness of the basic narrative and encourage
involvement with the emotions of the text.LANGUAGE WORK IN THE CLASSROOM 45