Roles of Children’s Literature for Adult Learners in L2 Reading  

Oleh:

Juliaty, Hanna

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 429-437.
Topik: L2 reading; children’s literature; adult learners
Fulltext: hal 429.pdf (16.58MB)

Isi artikel

The role of literature in L2 Reading have long been causing debates in second language teaching and learning. Traditional approach argues that the main purpose of reading should be to facilitate learners, through the reading text, to improve their linguistic competence. For this reason, the traditional approach believes that literature plays an irrelevant role in L2 Reading as the language in literature is generally informal and lacks of standard grammatical rules. Nonetheless, in Communicative Language Teaching (CLT), literature is considered a helpful resource in Reading as it provides learners with authentic L2 use, which potentially can also maximise learners’ learning experience and outcomes. This research, therefore, was conducted to investigate the roles of literature in L2 Reading. An ESL/EFL simulated Reading class of 34 international adult learners participated in this research. They were given a children’s literature as a reading material and were assigned tasks that integrated all language skills related to the reading. After the lesson, the participants filled in a reflection questionnaire and written structured interview about the lesson’s effectivity. The data collected was analysed by using qualitative approach. The findings show that unlike literature in general, children’s literature can be both engaging and disengaging for adult learners. Factors such as reading purpose, characteristics and contents of children’s literature, and design of the reading task significantly influence the learners to engage or disengage in their reading. Aspects of children’s literature that can potentially engage or disengage adult learners, learners’ perceptions and pedagogical implications of the study are also discussed in this paper.

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