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Effects of Teaching Literature on Culture Learning in the Language Classroom

机译：文学教学对语言课堂文化学习的影响

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Problem statement: The role of literature in enhancing readers' cultural understanding in the language classroom was explored. It was a part of an extensive research which focused mainly on language learning and creativity. It is argued that the interface of language, literature and culture are at the forefront of present-day language and literature learning and this facilitates inter-racial, intra-racial and global understanding. Approach: As method, a quasi-experimental study was conducted on two intact groups; the control (n = 30) and experimental (n = 30) groups. Both groups underwent an eight week experiment whereby one short story, The Burden of Sin by S. Karthigesu was taught to both groups. The control group was taught using the routine and traditional reading and comprehension teaching approach while the experimental group was taught using the reader response approach adapting Ibsen's the I Model text exploration and literary devices. Results: Descriptive and inferential statistical analyses were conducted on the data collected using two non-parametric tests: The Wilcoxon Signed Ranks test to determine the significant difference between the experimental group's pretest and posttest scores and the Mann-Whitney U test to determine the significant difference between the scores of the experimental and control groups. Conclusion: The results proved to be substantially significant. The findings revealed that cultural understanding can be taught through literature in a language classroom and it is a valuable instructional medium in the learning of culture.
机译：问题陈述：探讨了文学在增强语言课堂中读者的文化理解中的作用。它是一项广泛研究的一部分，该研究主要集中在语言学习和创造力上。有人认为，语言，文学和文化的接口处于当今语言和文学学习的最前沿，这促进了种族间，种族内和全球的理解。方法：作为方法，对两个完整组进行了准实验研究。对照组（n = 30）和实验组（n = 30）。两组都进行了为期八周的实验，向两个组讲了一个短篇小说，由S. Karthigesu撰写的《罪恶的负担》。对照组的教学采用常规和传统的阅读与理解教学方法，而实验组的教学采用采用易卜生I模型文本探索和文学手段的读者反应方法。结果：使用两个非参数检验对收集的数据进行了描述性和推论性统计分析：Wilcoxon Signed Rank检验确定实验组的前测和后测分数之间的显着差异，Mann-Whitney U检验确定显着性差异在实验组和对照组的分数之间。结论：结果证明具有实质意义。研究结果表明，可以在一个语言教室中通过文学来教授文化理解，它是学习文化的宝贵教学手段。

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