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Learning with Literature in the EFL Classroom

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Edited By Werner Delanoy, Maria Eisenmann and Frauke Matz

Learning with Literature in the EFL Classroom provides a comprehensive, in-depth and state-of-the-art introduction to literature learning in EFL contexts. Paying attention to both theoretical and practical concerns, the study focuses on a wide range of literary genres, different age and ability groups and new topics for literature learning. The 18 contributions discuss present-day challenges for literature teaching in the light of current theoretical debates and offer a balance between theory and practice by combining theoretical input with practical work in the classroom. The volume offers many suggestions for the future of the field and has a varied readership in mind, comprising language teachers, university students and academics.
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Teaching Narrative Competence: American Short Stories in the EFL Classroom

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Peter Freese

Abstract The production and the reception of stories are fundamental human activities because structured narratives do not only fulfil our need for sense-making patterns and express our desire for a vicarious mastery of life’s contingency, they also serve as elementary media of social communication and help us to construe our personal identity. Thus, acts of storification fulfil basic personal and social functions and play a crucial role in our everyday culture. This is why narrative texts deserve a central place in the EFL classroom, and why students have to become acquainted and familiarized with the basic techniques of narration in order to understand both their informative and their manipulative possibilities and to develop the productive and receptive skills that will enable them to employ the strategies of narration in the stories they write and tell themselves and recognize them in the tales they read and hear. Since the novel, the most common narrative genre, due to its length creates major problems for foreign-language learners, the short story, which uses the same narrative strategies but can be read, as Edgar Allan Poe so famously stated, “at one sitting” (Poe 1972: 2), suggests itself for pragmatic reasons as the most manageable narrative text type and has rightly become a favourite in the EFL classroom.1

1 Analytical and Creative Approaches

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