Page 97 - Getting of the fence

Students’ perspective on the benefits of literature lessons
Table 4.6 The number of students per school who mentioned an approach at least once (in percentages)
School n = no. of students E 21
L 50
N 31
M 23
A 61
B 50
I 45
F 75
G 16
O 29
J 19 H 88
K 51 C 28
D 48
Language (%) 95
94
94
93
84
84
82
76
69
66 Language 95
78 Context 73
71 Context 65
Context (%) 43
48
42
78
74
72
29
47
50
62 38 10
Reader Context Text
63 42 5 4
55 Language 61
36 Reader 31
45 6 Reader Text 37 16 32 21 Language Text 21 8
Reader (%) Text (%) 10 10
26 6
19 19
35 9 20 16 32 14 24 7 32 17 31 0
The results presented in Table 4.6 suggest that there is quite a difference in the way the students from the 15 schools perceive the benefits of the EFL literature lessons. Even though for the majority of the schools the language and context approach were mentioned most often by most students, it is noteworthy that in one third of the schools the combination of the most frequently mentioned approaches is different. Furthermore, each of the four approaches was mentioned in each school, with the exception of school G, yet the difference between schools can be considered substantial for all four approaches: Text approach (0 - 21%), Context approach (29 - 78%), Reader approach (10 - 63%), and the Language approach (21 - 95%). If we compare schools D and I, for example, 82% of the students from school I mentioned the Language approach whereas only 21% of the students from school D mentioned it. On the other hand, 65% of the students from school D mentioned the Context approach, compared with only 29% of the students from school I. These differences suggest that students from these two schools view the benefits of EFL literature lessons considerably differently.
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