Page 170 - Getting of the fence
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                                Chapter 7
 The Language approach focuses on the use of language in literary works, the student’s own language development, and the student’s awareness of the development of the foreign language. Literary texts in a foreign language are a potentially rich source of linguistic input for students: it offers students a wide variety of authentic and contextualized language (Krashen, 1981; Lao & Krashen, 2000; Nance, 2010) that can facilitate the development of student’s language skills (Beglar, Hunt, & Kite, 2012; Grabe, 2009). The focus on specific language use in literary texts, such as connotation, figurative language use, or word order, could lead to the development of a sense of textual coherence and cohesion among students (Warford & White, 2012).
As Figure 7.1 shows, each of the four approaches is operationalized in several underlying elements, which could offer distinct benefits to foreign language students and could be regarded as conceptually separate. However, we assume that there is a reciprocal relationship between the approaches and suggest that a Comprehensive Approach to foreign language literature teaching and learning in which all four approaches are integrated could enrich the foreign language literature lessons and enhance student learning.
Figure 7.1. The Comprehensive Approach to foreign language literature teaching and learning
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