Page 54 - Getting of the fence

Chapter 2
prose. Even though substantial care was taken in designing the initial elements, we need to make sure that foreign language students also have a very clear and unambiguous understanding of the various approaches and underlying elements. This implies that future research should first and foremost validate these practical elements with foreign language students if we wish them to fully benefit from the literature lessons they are offered. Furthermore, little to nothing is known about how foreign language teacher trainees are instructed to teach literature or what foreign language students’ preferences are with regard to the literature lessons. This means that in order to work towards a Comprehensive foreign language literature curriculum, we need to obtain more detailed data at secondary school level regarding the way literature is taught and tested and we need to take the three elements audience, purpose, and context into serious consideration.
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