Page 107 - Getting of the fence

Student motivation in the EFL literature lesson
5.1 Introduction
Ever since the Modern Language Association (2007) published a report in which
an integration of foreign language and literature curricula was advocated, research
into the use of literature in foreign language teaching has seen a resurgence
worldwide (Hall, 2015; Paesani 2011). Although there is an increasing body of
research in this area, focusing on the use of literature in language courses and the
use of language in literature courses (such as Barrette, Paesani, & Vinall, 2010;
Macleroy, 2013; and Paesani & Allen, 2012), this research is either predominantly
theoretical or primarily takes place in higher educational contexts. In order to
move this area of research forward, more empirical research is needed, especially
in the context of secondary education, which is where most foreign language
teaching takes place. Moreover, the current discussions on the use of literature in
foreign language teaching could benefit from including the students’ perspective
(Brown 2009; Vermunt & Verloop 1999) as part of this development. Drawing 5 on the work of Skinner, Kindermann, and Furrer (2009) and Wigfield and Eccles
(2000), it is possible to gain access to the student perspective through examining the students’ level of engagement (an external manifestation of motivation) as well as how students view the importance of foreign language literature lessons (an internal manifestation of motivation). This study investigates the relationship between student engagement and the importance students ascribe to EFL literature lessons in secondary school classrooms, thus addressing the empirical research gap referred to above. Gaining insight into what engaged students as well as disaffected ones value regarding the inclusion of literature in foreign language literature lessons should provide essential information for educational researchers, policy makers, and teachers.
5.2 Background
5.2.1 Language-literature instruction in foreign language curricula
There is a growing global awareness that where literature is taught in a foreign language, literature and language should go hand in hand in the curriculum. This so-called language-literature instruction is defined by Paesani (2011) as “the deliberate integration of language development and literary study at all levels of the university curriculum” (p. 162). Newfield and D’Abdon (2015), for
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