To illustrate how to select stories to accommodate the needs of EFL students at all fluency levels, traditional Turkish literature in the form of stories of Nasreddin Hodja will be used since the researcher’s students are Turkish nationals.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:Comprised of fable, myth, legend, tall tale, and folk tale, traditional literature, defined by Mateo (2008) as coming from the “oral tradition of storytelling before being written down” (para. 1), is read by many people in different countries.
📊
Key Findings & Data:The researcher believes that instructors should choose traditional stories from students’ homelands because: 1. students will be motivated to read their own stories in English; 2. beginning students will not worry about getting acquainted with a different culture; 3. intermediate/advanced students will explore cultural aspects of stories without fear of criticizing them openly; and 4. instructors will be able to concentrate on vocabulary already known in the first language (L1) and guide students to learn vocabulary in context.
💡
Conclusion & Impact:To illustrate how to select stories to accommodate the needs of EFL students at all fluency levels, traditional Turkish literature in the form of stories of Nasreddin Hodja will be used since the researcher’s students are Turkish nationals.
Comprised of fable, myth, legend, tall tale, and folk tale, traditional literature, defined by Mateo (2008) as coming from the “oral tradition of storytelling before being written down” (para. 1), is read by many people in different countries. Nevertheless, most English as a Foreign Language (EFL) instructors prefer students to read authentic texts written for native speakers of English. The researcher believes that instructors should choose traditional stories from students’ homelands because: 1. students will be motivated to read their own stories in English; 2. beginning students will not worry about getting acquainted with a different culture; 3. intermediate/advanced students will explore cultural aspects of stories without fear of criticizing them openly; and 4. instructors will be able to concentrate on vocabulary already known in the first language (L1) and guide students to learn vocabulary in context. To illustrate how to select stories to accommodate the needs of EFL students at all fluency levels, traditional Turkish literature in the form of stories of Nasreddin Hodja will be used since the researcher’s students are Turkish nationals.
ERKAYA, O. R. (2016). Advantages of using translated stories from students’ native language to teach EFL. The Journal of Language Learning and Teaching, Cilt: 1 - Sayı: 2, 57–66. https://ajindex.com/articles/137743
Ariffin, S. (2006). Culture in EFL teaching: Issues and solutions. HPU TESL Working Paper Series, 4 (1), 75‐78. Barnham, H. D. (1924). The Hodja: Tales of NASR‐ED‐DIN. New York: D. Appleton and Company. Basurto, I. (2004). Teaching vocabulary creatively. In G. E. Tompkins & C. Blanchfield (Eds.), Teaching vocabulary (pp. 1‐4). New Jersey: Pearson Education, Inc. Birant, M. A. (1988). The Turk who makes the world laugh and Nasreddin Hodja. Istanbul: AND Press.
Carter, R. (1998). Vocabulary: Applied linguistic perspectives. London, UK: Routledge. Collie, J. & Slater, S. (1990). Literature in the language classroom: A resource book of ideas and activities. Cambridge: Cambridge University Press.
Elliott, R. (1990). Encouraging reader‐response to literature in ESL situations. ELT Journal, 44 (3), 191‐198. Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal, 8, 38‐49. Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly, 22 (2), 227‐257. Hikmet, M. (1986). One day the Hodja. Istanbul: Alemdar Offset. Retrieved November 15, 2008 from http://hem.bredband.net/hodja/intro.htm
McKay, S. (2000). Literature in the ESL classroom. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 191‐198). UK: Oxford University Press.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Illinois: NCTE. Schiff, J. (ND). Nasreddin Hodja. Hodja Homepage. Retrieved November 15, 2008 from http://www.cs.biu.ac.il/~schiff/Net/front.html#intro
Stahl, S. A. (1999). Vocabulary development. MA: Brooklin Books. Sullivan, P. N. (2002, July). Nasreddin Hodja and the importance of context. English Teaching Forum, 4 (3), 2‐5. Using literature in teaching English as a Foreign / Second Language (2004). The Onestop Magazine, 1‐4. Retrieved June 12, 2004 from http://www.onestopenglish.com/News/Magazine/Archiv Vandrick,