THE IMPACT OF READING BRITISH CLASSICS ON STUDENTS' LANGUAGE PROFICIENCY
Article Sidebar
Main Article Content
Abstract
This article examines the impact of reading British classic literature on students' language proficiency development. Through comprehensive literature analysis and critical examination of existing research, this study explores how engagement with canonical British texts influences vocabulary acquisition, grammatical competence, reading comprehension, and overall communicative ability. However, the effectiveness of this approach depends on appropriate text selection, pedagogical scaffolding, and learner proficiency levels. This study contributes to understanding the pedagogical value of incorporating classical literature into language learning curricula and provides evidence-based insights for educators seeking to enhance students' linguistic competence through literary engagement.
Article Details
References
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London: Longman.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement study. Canadian Modern Language Review, 61(3), 355-382.
Hu, M., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430.
Ellis, N. C., & Ferreira-Junior, F. (2009). Construction learning as a function of frequency, frequency distribution, and function. The Modern Language Journal, 93(3), 370-385.
Carter, R., & McRae, J. (1996). Language, Literature and the Learner: Creative Classroom Practice. London: Longman.
Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press.
Gavrilova, N. V. (2012). Teaching literature in the context of intercultural communication. Procedia - Social and Behavioral Sciences, 55, 223-227.
Lazar, G. (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University Press.
McKay, S. L. (2001). Literature as content for ESL/EFL. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed., pp. 319-332). Boston: Heinle & Heinle.