Language and literature blended : a pro-active and engaging technique for Libyan learners' English speaking skills

Abstract

This study sets out to introduce a new technique for the teaching of English within Libyan secondary schools. This technique promotes the use of literature as a useful resource in teaching English as a foreign language. The present study addresses the gap that exists in the English language teaching/learning in Libyan secondary schools, and illustrates how EFL learners' language skills can improve. The scope of the present study is to outline the advantages of using literature in language education by introducing a pedagogic stylistic approach with a view to helping EFL Libyan learners become more sensitive to the stylistic features and their function in the literary texts. Furthermore, it aims to encourage and push them toward being active participants in the learning process. In order to achieve this scope, a stylistic apparatus was designed and a literary text selected. The design of the apparatus involves two steps, a stylistic analysis of the text in focus and the creation of sets of tasks, the design of which is dependent on the analysis. Two key extracts from Hisham Matar's In the Country of Men were identified for this. For a structured stylistic analysis, Short's Foregrounding Framework was adopted. Based on the stylistic analysis, the present researcher designed stylistic apparatuses including: Pre-reading Task, First-reading Task, Indepth reading Task, and Discussion Task. These tasks were designed to guide both EFL teachers and learners during the reading process, and help them reach their individual and independent conclusions. This study will therefore help improve EFL teaching in Libyan schools.