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packaged, neatly arranged, or prepared for easy consumption” (Nance, 2010, p. 4). Furthermore, specific implementation of reader response techniques is claimed
to enforce reading pleasure (Lao & Krashen, 2000), and supports positive self-
awareness in students (Lazar, 1996). 2
2.1.2.4 Language approach
The Language approach focuses on the use of literature in language education as a vehicle presenting genuine and undistorted language (Lao & Krashen, 2000). One interpretation of this approach is extensive reading: “the ability to read long texts for extended periods of time” (Grabe, 2009, p. 311). Extensive reading provides foreign language students with opportunities to see how language works in extended discourse. Various studies (see Grabe, 2009) have demonstrated that long-term extensive reading has a positive influence on reading rates (Beglar et al., 2012), reading comprehension (Grabe, 2009), and vocabulary acquisition, such as the Clockwork Orange Studies (Pitts, White, & Krashen, 1989). Because extensive reading maximizes repeated exposure to specific uses of the target language, the social and contextualized usage of linguistic structures essentially facilitates the process of the emergence of linguistic skills and literacy (Warford & White, 2012).
Another interpretation of the Language approach to literary texts in the foreign language classroom is mining a text for its language. Literary texts can be a potentially rich source of input for language learners (Krashen, 1981; Nance, 2010; Widdowson, 1975) because it helps to entail a substantial supply of meaningful language in a variety of registers, styles, and text types (Lao & Krashen, 2000). Concentrating on specific use of the language, such as connotation, figurative use of language, or word order, could potentially extend the student’s “range of syntactic patterns, developing a feel for textual cohesion and coherence, and a sense of linguistic appropriacy” (Maley & Duff, 2007, p. 5).
2.1.3 A Comprehensive Approach to foreign language literature teaching and learning
We consider literature to be an intrinsic part of languages that can provide rich and valuable content for foreign language students. Each of the four previously described approaches postulates several distinct benefits for foreign language students and could be regarded as conceptually separate and even be studied in isolation or in combination. However, we assume that the four approaches function as a unified whole and that there is a reciprocal relationship between
Exploring EFL literature approaches
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