VNU Journal of Science, Foreign Languages 24 (2008) 120*126

Using literary texts m language teaching
N g u y e n T h i T h o m Thom *

D epartm ent o f English - A m erican Language and Culture, College o f Foreign Languages,
Vietnam N ational U niversitỵ, Hanoi, Pham Van Dong Street, Cau Ciaỵ, Hanoi, Vietnam
Received 29 Pebrtỉary 2008

A b s tr a c t. T h e w r i t in g r e v i e w s t h e p o te n tia l v a lu e o f u s in g lilc ra ry te x ts in la n g u a g e te a c h in g , a n d
c rite ria fo r th e te x t s e le c tio n a n d s o m e p o s itiv e g a in s , w h ic h h e lp s E n g lis h la n g u a g e le a c h c r s tc a c h
v a r io u s s k ills f o r t h e firs t y e a r s t u d e n t s a t Ih o D e p a r tm e n i o f E n g lis h -A m e ric a n L a n g u a g e a n d
C u ltu r e , U n iv e r s ity o f L a n g u a g iis a n d In te r n a tio n a l S h id ie s , V N Ư . T h e d is c u s s io n is o f g r e a t
im p o r ta n c e in m a k i n g t h e le s s o n s m o r e in te re s tin g a n d p ra c tic a l a s it w ill e íío c tỉv e ỉy h e lp s tu d e n ts
in d e v e lo p in g t h e i r la n g u a g e sk ills , th e ir in s p ir a tio n in s tu d y a n d a ls o th e ir a ^ n fid e n c c a n d
in te r a c tio n w i th l ite r a r y te x ts , w h ic h s u p p le m e n t th e m a in o b je c tiv e s o f th e c o u rs e . A lso , th e artícltì
p r e s e n ts p e d a g o g ic p r a c tic e s a n d s e v e r a l s u g g e s te d a c tiv itie s w h ic h c a n b e u s e d fo r f r e s h m e n a t th e
D o p a r tm c n t a n d in o t h e r l a n g u a g e c la s s r o o m s a s w ell.

1. In tro d u ctio n

2. T h e p o te n tia l v alu e o f u s in g lite rd iy texts
in la n g u a g e teaching

The 1980 d e c a d e sa w a rem ark ab le
revival of in te re st in lite ra tu re in language
co u rse s.

M any

rp se a rrh P F s

ria im

The idea o f using literary texts in EFL
claữoroom ia su p p o rted by Gaikđỉa
[\]
w h o s e p a p e r e x a m i n e s th o ro u g h ly t h e p r o s
a n d cons o f using literatu re in an EFL
classroom . T he au th o r a rg u e s th a t '^literature
can be useful in dcvvbping lhí<ịuistic kĩicnvledge
both on a usage and use le v c i " W hat is more, "/i)
the extent thút the shưỉents enjoy rcãding literature,
it may increase their motivation to interact w ith a
text and thus, ultimately iticrease their reading
proficiency. It may also axhance students'
understanding o f a p reig n a d tu re and perlurps
''spur their own creation o f imaginative ĩoorìcs."
M ortim er J. A dlert an d C harles Van
D oren [2] diso give the reasons for using
literary texts w ith classes, especially if there
is n o specific exam indtion requirem ent to d o
so an d little extra tim e available. The tw o

th a t

literature h a s creaied a fresh a n d im p ressive
atm osp h ere in w h ich n e v e r b efo re have
literary texts b een as h ig h ly re g a rd e d as one
of the m ost v alu ab le reso u rces av ailab le in
EFL classroom s. In th is article, th e a u th o r has

intention of sh a rin g h e r o w n ex p erien ce of
using literatu re in teach in g la n g u a g e skills
for first y ear s tu d e n ts in E nglish D e p a rtm e n t
College of F o reig n L an g u ag es-V ietn am
N ational U n iv ersity (CFL-VN U ). A lso, som e
suggested activities a re p re se n te d to su p p o rt
the practicality of ex p lo itin g literary texts in
language teaching.
•T el: 844-7911325
E -m ail: ỉh o m th o m n g u y e n th j® y a h o o .c o m

120


Nguyen V ĩi Thom Thom / VNU loumal ofSdence, Foreign Languages 24 (2008) Ĩ20-Ỉ26

au th o rs claim th a t literature is valuable
authen tic m ateria) w h ich offers "authentic”
sam ples of lan g u ag e - for exam ple, travel
Hmetables^ city plans^ form s, pam phlets,
cartoons, adv ertisem en ts, n e w sp ap e r or
m agazine articles. L earners are th u s "exposed
to language that is as genuine and undistortcd 0$
can be managed in the classroom co n tex t/' At
le a s t literature can b rin g u s a g rea t d eal OÍ
cultural inform ation. A dlerl a n d D oren share
ỉhe sam e v iew p o in t w ith M acKay w hen
claim ing th e vital ro le of literatu re in cultural
enrichm ent
and

linguistic
enrichm ent.
H ow ever, these tw o au th o rs stress u p o n the
personal in v o lv em en t that literatu re fosters
in readers. P ersonal in volvem ent can be
understo o d as th e read ers' close contact w ith
the characters o r th e en g ag em en t in th e event
of the story, th e sh arin g of em o tio n s and
icelings b etw een read ers a n d characters,
b etw een readers a n d th e au th o r, and am ong
readers them selves. Therefore, stu d en ts
w ould have a chance to learn th ro u g h literary
ỉexts in the classroom and ihen im p ro v e their
lan g u ag e
aw aren ess
and
cultural
u n d erstan d in g .
A lso,
they
w o u ld
be
Ijiulivatcd ỉn ih cir
proccdd w hen
they find th em selv es c«ipablc of giving their
em otional responses. Personally, it w o u ld be
m ost ad v an tag e o u s w h en u sin g literary texts
in teaching language, especially if th e lessons
are w ell p lan n ed an d if ỉcachers are skilled
e n o u g h to m o n itor th e class in an interesting

and effecHve way.
A n o th er reason fo r choosing literary texts
is th at curriculum a n d m aterials in th e course
can h ard ly satisfy th e objectives of language
teaching lo first y e a r siu d cn ts. A dditionally,
the fact th at teaching sep arated skills in one
lesson m ight n o t w o rk so w ell encourages
teachers to reso rt to literary texts som etim es
so as to give stu d e n ts a chance 0 Í d ev eloping
overall foreign lan g u ag e com petence. The
m ajor pro b lem s lie on w h ich literary

121

m aterials sh o u ld b e chosen an d w h a t the text
selection c rite ria for EFL s tu d e n ts are. Let's
refer th is to G illian Lazarus p o in t of view [3].
T he first y e a r s tu d e n ts in CFL are m ostly at
lo w er levels, so they n eed to ex p an d their
lan g u a g e u sag e in E nglish substantiaD y and
th en
e)cpand
th eir
overall
language
aw aren ess. D espite th e ir very lim ited
proiiciency in th e lan g u ag e, stu d en ts also
n eed
"'the challenge and stim ulation o f
addressing them es and topics which have adult

appeal, a nd w hich encourage them to draw on
their personal ơpiniorts and experiences''.

3. C rite ria fo r th e te x t se le c tio n a n d som e
p o s itiv e g ain s
N g a [4] su g g ests several guidelines for
selecting literary w o rk s a n d genres. In the
first place, a p p ro p ria te n e ss sh o u ld be (aken
into co n sid e ratio n . T h a t is th e difficulty of a
text in te rm s o f lexis, g ram m ar, an d style
m u st relate to s tu d e n ts ' levels o f com m and of
English. F rom h er o w n experience w ith pre*
in te rm e d ia te
first
year
stu d en ts,
Ihe
reMỉdrchcr haa íư uitd llie p o em "Dicaiiiỉ>'' by
L angston H u g h e s tD be q u ite suitable. W hat
the s tu d e n ts resp o n d to th e lesson took Ihe
au th o r b y a su rp rise. S econd/ teachers should
help s tu d e n ts overcom e cu ltu ra l barriers by
in fo rm in g s tu d e n ts of specifically cultural
aspects fo u n d in the texts to b e used. Third,
such factors as p leasu re a n d enjoym ent
sh o u ld also be taken g re a te r notice of because
they serv e as "a m o tiv atin g factor" w hich
in sp ires re a d e rs /stu d e n ts to read, to be
in tere sted in re a d in g a n d to in terp ret the
w orks. N g a believes th a t teach ers sh o u ld take

the p o sitio n of their s tu d e n ts to en su re th at
the texts ch o sen w ill a p p e a l to students.
G en erally sp eak in g , th e a u th o r shares the
sam e v ie w p o in ts w ith th e researchers above.


122

Nguyeiĩ Thi Tliữm Thom / VN U Journal o f Science, Foreign LanỊ,uage$ 24 (200S) Ì20-Ì2S

N evertheless, th e teaching objectives w ould
be so m ew h at different. A sta n z a of a poem^
for instance, m ig h t b rin g tcacher and
stu d en ts an m terestin g w ay to d rill the
so u n d s /sA Izl, /S/ a n d en d in g so u n d s in a
pronu n ciatio n lesson:
A n d we w ill sit upon the rocks,
S eà n g the shepherds feed their flocks,
By shallow rivers to whose falls
Melodious birds sing madrigals.
(The passio n ate sh ep h erd to h is iove*
C hristo p h er M arlow )
Likew ise, w ith a sh o rt story, teachers m ay
take into acco u n t th e u se o f ling u istic item s to
help stu d en ts revise th e g ra m m a r first and
then basing on th e g ram m a r focus to practise
oth er language skills as sp eak in g and
w riting. C ertainly, learn ers’ in terp retive
ability will also be p a id a tten tio n to d u rin g
the process. It m ig h t be re w a rd in g because

the level of difficulty is not to o m u ch above
the stu d en ts' norm al read in g proficiency dnd
the con ten t is b o th interesting a n d relev an t to
the stu d en ts' b a ck g ro u n d know ledge. This
w ill encourage stu d e n ts to g e t personally
involved in
an d b u ild th eir ow n
interp retatio n a t a basic level. S peaking an d
w riting, furtherm ore, offer th e m a chance to
drill in th e language arid to ex p ress their
o u tp u t ability. P u t it in an o th er w ay, th e text
can give th em v alu ab le o p p o rtu n itie s to use
a n d develop su ch su b skills as d ed u ctio n of
m eam ng from linguistic a n d situational
c o n te x t relating text to k n o w led g e and
experience of th e w o rld , re sp o n d in g to te x t
creative
w riting,
etc.
Beside
skill

developm ent, th e sto ry w ill also p ro v id e
educational vaiue^ affectivc value, in d iv id u al
v alue an d stim ulus value as m en tio n ed in
Brian Tom iinson's article {5|.

4. P edagogic ap proach
C arter an d Long (quoted in Z afeiriadou,
Ị6]) describe the three m ain m odels related io

specific p edagogic practices: the cultural
model, the language model an d the personal
grow th model. T he first tw o m odels focus on
the stu d y 0 Í literature w hile the personal
grow th model p u ts an em p h asis o n the u se of
literatu re as a resource, aim in g to the
dev elo p m en t of lan g u ag e com petence and
literary com petence, b ein g b etter expressed
in te n n s of pleasu re an d personal fuliillm ent.
R ather, this m odel aim s to "infuse a
continuous love and appreciation o f literary texts,
which would continue beyond the classroom . "
F urtherm ore, in this m odel, th e teacher is
suggested to play a role a s an e d u c a to r and
an enabler fo r the transm ission of k n ow ledge
rath er th an a trad itio n al p o ssesso r of
kn ow ledge w h o se beliefs greatly im pose on
stu d en ts. T his is m eant to m o tiv ate and
enliven stu d e n ts in the classroom .
T he lessor^ therefore, m ig h t b e designed
into certain tasks. The stru ctu re o f the task is
com posed of: i) specific goals o r outcom es; ii)
som e in p u t d a ta (in the literary texts); an d iii)
one o r m o re related activities o r procedures.
In o th e r w o rd s, th e task fram e (C anh, [7]) is
as the following:


Nguyen Thi Thom Thom / VNU loumal o f Science, Foreign Languages 24 (2008) J20-726


Preparation:
Pri^task (Warm-up):
Task:
Planning:
R e p o rt:

Post-task activity:
Language focus:
Language practice:
Optional follow up:

123

Tcacher (and sometimes students) prepare some suitable materials before hand
To prepare students for the t a ^ to engage their attention
To give students the chance to take part in the activities
Students prepare their oral report of the task
Students present the report
For example, listening or exchanging the idcds among the groups
To raise students' awareness about target language
To give students some restricted written target language
To give students an opportunity ịo repeat (and hopefully improve) the task

A task; therefore, covers several skill areas,
hardly just one, so Task-based teaching is a
well-integrated approach to language teaching
in general, and to the usừìg of literary texts in
teaching language skills in particular.

5. S u g g e sted activ ities

T here m ig h t be a variety of activities
exploited from literary texts. H ow ever, the
rescarcher focuses o n th e u se of sh o rt stories
to tcach the lan g u ag e in an in teg rativ e lesson.
Som e practical su g g estio n s sh o u ld be
considered a s below:
a)
Strong lines (EUsabcth B. [bsen I8j)
- ShiHpnts arp roquired to read a short
story before h an d . In th e class, how ever, they
are not allow ed to look at th e story w hen
follow ing th is acỉivity.
- In th e class, teacher asks students to have
d quick look at the w hole story and underline
"strong lines" that is the w ords an d expressions
that they like o r that distu rb ứìem.
- D iv id e th e class into g ro u p s of th ree or
four a n d ask s tu d e n ts to sh are th e strong
lines w ith o th e r m em b ers in th eir group.
N ote: W hen s h a rin g , "strong lines" in
class, s tu d e n ts m ay disco v er th a t they often
select th e sam e lines- th a t is, they all
ap p reciate lines o f g o o d literary quality. In
th is w ay, th e teach er can h elp stu d e n ts to
identify g o o d q u alities in a literary text,
w hich a g ain can ben efit Iheir o w n w riting.

* All the m em bers in one g ro u p discuss
a n d choose one "strong line" favoured by
m o st m em bers (they can vote if needed.)

- U se the "strong line" as the title or the
topic for an expressive piece of w riting. For
exam ple, w rite y o u r com m ents o n the
sentence above.
(Note: All the g ro u p m em bers are
su p p o sed to contribute to the g ro u p 's project.
The teacher m ay help stu d en ts w hen they
h av e difficulty in in terp retin g the title o r the
topic of their stro n g line.)
-Ask each g ro u p to rep o rt their project.
M ake a class exhibition ii possible.
b)
Storỵteỉỉing
• S tu d en ts are required to read the short

story before hand.
- The teacher picks u p 10-15 w ords from the
passage. W rite the w ords (in ửie sequence of
occurrence m the text) on the board. For
example.
1. new s
6. knock
2. killed
7. gentle
3. m essage
8. b lu rted
4. loitered
9. nightgow n
5. iarm h o u se
10. b an g

{The C o m p/anfiw^-Sherwood A nderson)
• G ive stu d e n ts one m in u te to m em orise
the w ords.
• C ross o u t all ửie w ords. A sk stu d e n ts to
rew rite the w o rd s in order w ith in 1 m inute.
C heck stu d e n ts’ w o rd list. Those w ho
can w rite th e m o st w o rd s are the w m ners.
(Gifts sh o u ld be available in this activity)


124

Nguỵen Thi Thom Thom ỉ VNU Journal o f Sàeĩice, Foreign Languages 24 (2008) Ì20'Ĩ26

- Note: in fact, one effective w ay oí
mem orising dll the w ord is th at students p u t
the w ords in sentences related to the passage. If
so, they can recall the content of the passage.
- Ask stu d e n ts to tell the co n ten t of the
p assag e (they can w o rk in d iv id u ally o r in
p air/g ro u p works)^ using th e w o rd lists.
Then, ask them to w rite.
- Optional***: A sk stu d e n ts to u se the
w o rd list to m ak e u p a n ew story. It w o u ld be
m ore challenging if th e teacher asks th em to
w o rk in p airs a n d each pair creates 2 stories
by usin g th e w o rd s from to p to bottom an d
from b ottom to top. S tu d en ts sh o u ld m ake
u se of th eir im aginaH on. For exam ple:
S tu d en t A: "Last night, I got a terrible

piece of n ew s. M y beloved p e l b ird got killed
by a neig h b o u r s fierce cat...."
S tu d en t B: "I w as sleeping last n ig h t w hen
I w as su d d en ly w oken u p by a b a n g . I got o u t
of m y bed and w e n t into th e kitchen to see
w h at h ap p en ed . T here I saw a stran g e r in a
w hite nigh tg o w n ..."
-A sk stu d e n ts to tell th e ir stories (The
class m ay choose th e b est sto n es). A sk them
to w rilc their ow n sto ry as a ho m e iddk.
c) Cap filling
- S tu d en ts are required to read th e story
before h an d . In th e class, h o w ev er, they are
n o t allow ed to look at ứ \e sto ry w hen
follow ing this activity.
• Tcacher prepares another copy of the text
in w hich there are som e gaps for the students
to fill in. The gaps can be passive vocabulary,
adjective vocabulary, etc so th at students will
have a chance to revise th e lexis later.
• A sk stu d e n ts to fiii in th e gaps,
exchange th e an sw ers in pair/g ro u p .
R em ind
th em
of
th e
related
gram m atical focus.
• G ive them a chance to drill in the
lan g u ag e/g ram m ar if possible.

Example:

T eacher can leave o u l the relative
p ro n o u n s {who, zohich, where, w hen...) or
adjectives o f d escrib in g the people (L ater, ask
s tu d e n ts to u se th o se adjectives to describe
the ch aracters in th e story.)
d)
Storylines ( A lla n M alleỵ, Ị9Ị)
- S tu d e n ts a re n o t p ro v id ed w ith th e text
b efo re the lesson.
- F rom each p a rt of th e stoiy, select o n e or
tw o key sentences, th at is, ones w hich g iv e an
in d icatio n of th e storyline. W rite o u t these
sen ten ces in o r d e r an d m ak e them u p in to a
ta sk sheet. If teach er w ishes to m ake ứ \e
activ ity slig h tly easier, h e/sh e could also add
th e o p e n in g p a ra g ra p h a n d the ending.
- A sk s tu d e n ts to w o rk in g ro u p s o f three.
G iv e each g r o u p a copy of the ta sk sheet.
S tu d e n ts d isc u ss w h a t they th in k h a p p e n in
th e story, a n d fin d a possible ex p lan atio n ior
each o f th e sentences.
- T he g ro u p s com pare their different
v ersio n s o f th e sto ry
- C lass discussion: A sk the class to call
o u t th o se sen ten ces fro m the story w hich
th ey fo u n d m o st difficult to explain. L et them
co m p are th e ir su ggestions, fin a lly reveal
w h a t actu ally h a p p e n e d in the story.

- N ole: A lth o u g h th e activity is best
su ite d to u n fa m ilia r m aterial, it can also be
u s e d as a fo rm o f m em o ry test to refresh
fam iliar texts, a n d it is p articu larly suitable
fo r rev isin g se t w o rk s o r texts w h ich m ay
fe a tu re in exam in atio n .
T his activ ity h elp s to overcom e o n e of the
m ain d ifficu lties o f w orking w ith literatu re in
class: h o w to d e a l w ith longer texts. H ere, the
s tu d e n ts a re in a sen se o f sk im m in g th ro u g h
a lo n g e r tex t w h ich th ey m ay read later on
th e ir o w n . T each er w ill find o u t th a t the
in tere st a ro u se d is u su ally g reat an d th a t by
th e e n d of th e activity, the stu d e n ts actually
w a n t to read th e w h o le text. This eagerness to


125

Nguyen V ỉi Thom Thom f VNU Journal o f Sàence, Foreign Languages 24 (2008) Ĩ20-Ì26

know w h at h a p p e n s is n o t easily a ro u sed
w hen stu d en ts are sim ply ask ed to plod
th ro u g h the text p ag e by page.
• O p tional*^: th is activ ity can be
m odified into a P rediction G am e. T h e teacher
reads/plays th e tap e of a p a rt of th e sto ry an d
stop to ask stu d e n ts to guess w h a t th e a u th o r
is going to w rite ab o u t, w h a t h a p p e n s next. It
w ould be m o st usefu l w h en s tu d e n ts are

asked to p red ict th e en d in g . L ater, they will
have a chance to com pare th e ir w o rk s w ith
Ihe original texts. A F ollow -up activity m ig h t
be the oral su m m a ry of the s to ry o r an o th er
ending. If th e stu d e n ts are g re a tly in terested
in the activity, then the teacher can ask ỉhem to
write any p art of ứie story in th eir o w n w ords,
or change the plot at any p art they like.
e) Creative w riting (as Home Tasks)
O ften, th e hom e task sh o u ld be a piece of
creative w riting. T eacher m ay a sk s tu d e n ts to
w rite w h at they feel a n d re sp o n d after
reading th e story. This is so m e w h a t like
asking ab o u t th eir perso n al in te rp reta tio n .
Plot su m m arizin g is also a g o o d id ea as P au la
VVilloquel M arico n d i [10] stales; ’T h is
dssignm cnt is both a record a n d an act OÍ
understan d in g ." A n o th er h o m e ta sk m ig h t be
s tu d e n ts research o n the a u th o r o r their
com m ents o n som e stro n g lines. F or instance.
C om m ent on the last scnlerĩce o f the story.
Create a new version from the crrdifig o f the story.

for u sin g literary texts m language learning
classroom s, basing on h er real w orking
condition. It is u n deniable th a t even w hen
the texts are m ainly u sed for skill
d ev elo p m en t in th e lessons, the holistic value
of literatu re is to be discovered to the m ost
possible extent as in B aurain's opinion:

"K now ing w h a t your stu d e n ts need, w a n t
lacky an d d esire in their stu d y of literatu re is
a key of succcss" [11].

R eferences
|1 | S. M a c K a y , L ite rd tu re in th e ESL C la ssro o m ,

TESOL Quarterty 16 (1982) 529.
(2) M .J. A d le r, How io read imaginative Literature,
O x fo rd U n iv e rs ity P ress, 1972.
[3] G . L azar, U sin g L ite ra ru rc a t L o w e r LíĩveL O x fo rd

Journal 4S (1994) 115.
Incorporating Literature into
English Classes in Vietruim, T c a c h e r's E d itio n 1 -

U n iv ersity P r e s s
[4Ị T r a n T h i N g a ,
M a r d i 2003-

[5] B. T o m lin s o n , U sin g P o e try w ith M ix e d A b ility
L a n g u a g e C lasses, O x fo r d

U n iv e rs ity

P ress.

ELT Journal 40 { m € i 33.
(6] N . Z a /e iria d o it On Literature in the EFi classroom,
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126

Nguyen Thi Thom Thom I VhiU ỉoum al o f Science, Foreign Languages 24 (2008) llO 'ilB

Sử dụng ngữ liệu văn học
trong giảng dạy các kỹ năng thực hành tiêhg
N guyễn Thị Thơm Thơm
Khoa Kgôn n g u và Vẵn hóa A n h - M ỹ , Trường Đại học Ngoại ngử,
Đại học Q uõcgia Hà Nội, Đtrờng Phạm Vãn Đong, Cau Giâỵ, Hà Nội, Việt N am

Bài v iê \ trình bày giá trị tiềm n ăn g của việc sử d ụ n g n g u liệu v ăn học tro n g g iâ n g d ạ y các kỹ
n ăn g thự c h àn h tiến g và các tiêu chí lự a ch ọ n n g ữ liệu v ăn bản p h ù hợp với ch ư ơ n g trìn h ngoại
khóa cho sinh viên n ăm th ứ I K hoâ N g ô n n g ữ và Văn hóa A nh - M ỹ, T rư ờ ng Đại học N goại ngữ,
Đ ại học Q uôc gia H à Nội. N h ữ n g p h â n tích n ày rất q u a n trọ n g tro n g việc g ó p p h ầ n xẳỵ d ự n g các
bài học hâ'p d ẫ n hon^ g iú p sin h viên p h á t triển các kỹ n ă n g n g ô n ngữ , tính tự giác tro n g học tập
và cả sự tự tín và tư ơ n g tác vói các n g ữ liệu v ăn học vốn vẫn th ư ờ n g đirọc coi là kh ỏ tiế p cận. Bài
b ao củng đ ư a ra các p h ư ơ n g p h á p giáo học p h á p cơ b ản và có tin h ứ n g d ụ n g n h d t đ ịn h , đổng
thời cung cap n h ữ n g h oạt đ ộ n g giáng d ạ y cụ th ể đ ã đ ư ợ c lựâ chọn và áp d ụ n g hiộu q u á cho sinh
viên năm th ú nhâ't cũ a K hoa cũ n g n h ư vói m ộ t sô đôi tư ợ n g học viên khác.