S. Sarac

Baskent University (TURKEY)
Using literary texts while teaching vocabulary enables teachers to provide meaningful contexts for the students (Lau, 2002). Integration of literature while teaching a foreign language equips learners with numerous language skills such as critical and analytical thinking as well as four basic language skills (Premawardhena, 2007). Moreover, as literary texts are authentic language teaching materials, they are the source of different styles, lexical and syntactic usages that are easier for students to keep in mind as presented in context with the target culture (Kostelnikova, 2001). Obviously, as indicated in related literature, the use of literary texts empowers language learning from a multi-perspective aspect. There is no need to question the effectiveness of such sources. Nevertheless, coursebook writers’ and publishers’ attitude towards including literary texts influences the teachers’ actual use of literature while teaching a foreign language. Therefore, this study aims to analyze the most popular coursebooks (N=5) used in Turkey in terms of the percent of including literary texts within the content. Since reading literature is regarded as a higher order skill, only the upper intermediate and advanced level series are included in the scope of research. Two different researchers reviewed the materials and collected quantitative data on to what extend literary texts are included in those coursebooks and the results are represented in percentages and frequencies. The texts were analyzed qualitatively as well to find out the content and teaching function of such sources. The results might be of great interest to researchers, practitioners, syllabus and curriculum planners working in the language teaching area.

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Premawardhena, N. C. (2007). Integrating literature into foreign language teaching: A Sri Lankan perspective. Novitas-ROYAL (Research on Youth and Language), 1 (2), 92-97. Retrieved on 02.05.2010, from