The study of English language and literature has a very broad scope. A high level of proficiency in English is a basic requirement for all work in the main areas of the subject: linguistics, literature and culture.
Linguistic studies are designed to equip students with the basic concepts and terminology needed to describe the language and understand linguistic phenomena. Course work involves the study of linguistics, the analysis of different types of written and spoken texts in context, sociolinguistics and language history, as well as various aspects of language learning and teaching.
Literary studies involve a critical reading of literature in English, familiarize students with the literary history of English-speaking countries, and develop students' awareness of the methods and terminology used in literary criticism.
The study of culture and society critically examines the values, ways of life, media, political and social institutions in English-speaking countries, in particular in Great Britain and the USA. Since understanding a language means understanding it in its socio-cultural context we consider these cultural aspects to be central to our programme and not merely its background.
Apart from our general line of studies, we offer a choice of two professional lines of specialisation: the teachers' line and the language and business studies line.
General line students can major only in English and have no minor subject at the master-level. This route is particularly recommended for those who plan to go on to do research.
The teachers' line includes two compulsory specialised courses with particular relevance to language learning and assessment.
Those who choose the business line will specialise in the language and competences required for the professional world.
General line and business line students can also take courses offered in the teachers' line and choose to qualify as teachers at a later stage.
In addition to the compulsory courses taught in each line, there is also a wide range of optional courses, some of which will vary each year.
Students on all three lines undertake a period of at least 8 weeks' language practice abroad, in an English-speaking community of their choice, either for work or study.
Teaching Literature: why and what
The use of literature as a technique for teaching both basic language skills (i.e.
reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and
pronunciation) is very popular within the field of foreign language learning and teaching
nowadays. Moreover, in translation courses, many language teachers make their students
translate literary texts like drama, poetry and short stories into the mother tongue, Turkish.
Since translation gives students the chance to practice the lexical, syntactic, semantic,
pragmatic and stylistic knowledge they have acquired in other courses, translation both as an
application area covering four basic skills and as the fifth skill is emphasized in language
teaching. In the following section, why language teachers use literary texts in the foreign
language classroom and main criteria for selecting suitable literary texts in foreign language
classes are stressed so as to make the reader familiar with the underlying reasons and criteria
for language teachers’ using and selecting literary texts.
2.1. Reasons for Using Literary Texts in Foreign Language Classes
According to Collie and Slater (1990:3), there are four main reasons which lead a
language teacher to use literature in the classroom. These are valuable authentic material,
cultural enrichment, language enrichment and personal involvement. In addition to these four
main reasons, universality, non-triviality, personal relevance, variety, interest, economy and
suggestive power and ambiguity are some other factors requiring the use of literature as a
powerful resource in the classroom context.
1. Valuable Authentic Material
Literature is authentic material. Most works of literature are not created for the
primary purpose of teaching a language. Many authentic samples of language in real-life
contexts (i.e. travel timetables, city plans, forms, pamplets, cartoons, advertisements,
newspaper or magazine articles) are included within recently developed course materials.
Thus, in a classroom context, learners are exposed to actual language samples of real life /
real life like settings. Literature can act as a beneficial complement to such materials,
particularly when the first “survival” level has been passed. In reading literary texts, because
students have also to cope with language intended for native speakers, they become familiar
with many different linguistic forms, communicative functions and meanings.
2. Cultural Enrichment
For many language learners, the ideal way to increase their understanding of
verbal / nonverbal aspects of communication in the country within which that language is
spoken - a visit or an extended stay - is just not probable. For such learners, literary works,
such as novels, plays, short stories,etc. facilitate understanding how communication takes
place in that country. Though the world of a novel, play, or short story is an imaginary one, it
presents a full and colorful setting in which characters from many social / regional
backgrounds can be described. A reader can discover the way the characters in such literary
works see the world outside (i.e. their thoughts, feelings, customs, traditions, possessions;
what they buy, believe in, fear, enjoy; how they speak and behave in different settings. This
colorful created world can quickly help the foreign learner to feel for the codes and
preoccupations that shape a real society through visual literacy of semiotics. Literature is
54perhaps best regarded as a complement to other materials used to develop the foreign
learner’s understanding into the country whose language is being learned. Also, literature
adds a lot to the cultural grammar of the learners.
3. Language Enrichment
Literature provides learners with a wide range of individual lexical or syntactic items.
Students become familiar with many features of the written language, reading a substantial
and contextualized body of text. They learn about the syntax and discourse functions of
sentences, the variety of possible structures, the different ways of connecting ideas, which
develop and enrich their own writing skills. Students also become more productive and
adventurous when they begin to perceive the richness and diversity of the language they are
trying to learn and begin to make use of some of that potential themselves. Thus, they
improve their communicative and cultural competence in the authentic richness, naturalness
of the authentic texts.
4. Personal Involvement
Literature can be useful in the language learning process owing to the personal
involvement it fosters in the reader.Once the student reads a literary text, he begins to inhabit
the text. He is drawn into the text. Understanding the meanings of lexical items or phrases
becomes less significant than pursuing the development of the story. The student becomes
enthusiastic to find out what happens as events unfold via the climax; he feels close to certain
characters and shares their emotional responses. This can have beneficial effects upon the
whole language learning process. At this juncture, the prominence of the selection of a
literary text in relation to the needs, expectations, and interests, language level of the students
is evident. In this process, he can remove the identity crisis and develop into an extrovert.
Maley (1989:12) lists some of the reasons for regarding literature as a potent resource
in the language classroom as follows:
1. Universality
2. Non-triviality
3. Personal Relevance
4. Variety
5. Interest
6. Economy and Suggestive Power
7. Ambiguity
1. Universality
Because we are all human beings, the themes literature deals with are common to all
cultures despite their different way of treatment - Death, Love, Separation, Belief, Nature ...
the list is familiar. These experiences all happen to human beings.
2. Non-triviality
Many of the more familiar forms of language teaching inputs tend to trivialize texts or
experience. Literature does not trivialize or talk down. It is about things which mattered to the
author when he wrote them. It may offer genuine as well as merely “authentic” inputs.
553. Personal Relevance
Since it deals with ideas, things, sensations and events which either constitute part of the
reader’s experience or which they can enter into imaginatively, they are able to relate it to
their own lives.
4. Variety
Literature includes within it all possible varieties of subject matter. It is, in fact, a
battery of topics to use in ELT. Within literature, we can find the language of law and of
mountaineering, of medicine and of bull-fighting, of church sermons and nursery talk.
5. Interest
Literature deals with themes and topics which are intrinsically interesting, because
part of the human experience, and treats them in ways designed to engaged the readers’
attention.
6. Economy and suggestive power
One of the great strengths of literature is its suggestive power. Even in its simplest
forms, it invites us to go beyond what is said to what is implied. Since it suggests many ideas
with few words, literature is ideal for generating language discussion. Maximum output can
often be derived from minimum input.
7. Ambiguity
As it is highly suggestive and associative, literature speaks subtly different meanings
to different people. It is rare for two readers to react identically to any given text. In teaching,
this has two advantages. The first advantage is that each learner’s interpretation has validity
within limits. The second advantage is that an almost infinite fund of interactive discussion is
guaranteed since each person’s perception is different. That no two readers will have a
completely convergent interpretation establishes the tension that is necessary for a genuine
exchange of ideas.
Apart from the above mentioned reasons for using literature in the foreign language
class, one of the main functions of literature is its sociolinguistic richness. The use of
language changes from one social group to another. Likewise, it changes from one
geographical location to another. A person speaks differently in different social contexts like
school, hospital, police station and theatre (i.e. formal, informal, casual, frozen, intimate
styles speech). The language used changes from one profession to another (i.e. doctors,
engineers, economists use different terminology). To put it differently, since literature
provides students with a wide range of language varieties like sociolects, regional dialects,
jargon, idiolects,etc., it develops their sociolinguistic competence in the target language.
Hence, incorporating literature into a foreign language teaching program as a powerful source
for reflecting the sociolinguistic aspects of the target language gains importance.
