| 000 | 05606nam a22005175i 4500 | ||
|---|---|---|---|
| 001 | 978-3-031-54554-2 | ||
| 003 | DE-He213 | ||
| 005 | 20251030112021.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240430s2024 sz | s |||| 0|eng d | ||
| 020 |
_a9783031545542 _9978-3-031-54554-2 |
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| 024 | 7 |
_a10.1007/978-3-031-54554-2 _2doi |
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| 050 | 4 | _aP51-59.4 | |
| 072 | 7 |
_aCJ _2bicssc |
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| 072 | 7 |
_aEDU029080 _2bisacsh |
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| 072 | 7 |
_aCJ _2thema |
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| 100 | 1 |
_aGriffiths, Carol. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _976122 |
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| 245 | 1 | 0 |
_aUsing Literature to Learn and Teach Language _h[electronic resource] : _bThe L3 Approach / _cby Carol Griffiths. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2024. |
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| 300 |
_aVI, 210 p. 3 illus., 1 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aPREFACE -- SECTION 1: THEORETICAL ISSUES WITH USING LITERATURE TO LEARN/TEACH LANGUAGE – THE L3 APPROACH -- What is literature? -- Why use literature for language teaching/learning? -- Previous research -- Theoretical underpinnings -- Issues -- SECTION 2: EXTENDING THE LITERARY REPERTOIRE -- 1: Folk literature -- 2: Young children’s literature -- 3: Older children’s literature -- 4: Teen literature -- 5: Short stories -- 6: Non-fiction -- 7: Poetry -- 8: Drama -- 9: Novellas -- 10: Novels -- 11: Science fiction -- 12: Fantasy -- SECTION 3: USING LITERATURE IN THE LANGUAGE CLASSROOM -- Principles of integrated lessons for using literature to learn language -- 1. Folk story: KING ARTHUR -- 2. Young children’s literature: WIND IN THE WILLOWS -- 3. Older children’s literature: TREASURE ISLAND -- 4. Teen literature: THE FAULT IN OUR STARS -- 5. Short story: THE OPEN WINDOW -- 6. Non-fiction: SIR EDMUND HILLARY -- 7. Poetry: THE RIME OF THE ANCIENT MARINER -- 8. Drama: PYGMALION -- 9. Novella: THE PEARL -- 10. Novel: A TALE OF TWO CITIES -- 11. Science fiction: THE WAR OF THE WORLDS -- 12. Fantasy: GULLIVER’S TRAVELS -- GLOSSARY OF LITERARY TERMS -- INDEX. | |
| 520 | _a“This book fills the gap in the market to use literature for language teaching as it offers a rich source of references to all the main genres of literature and a great variety of creative and inspiring activities to understand and analyze these texts and improve learners' language skills.” -Prof. Dr. Nazife Aydınoğlu, Final University, Girne, North Cyprus “This insightful book seamlessly integrates language learning with literature, offering a dynamic L3 approach. With practical strategies and inspiring examples, it empowers teachers to create engaging language lessons that captivate students while fostering a deep appreciation for literature. I wholeheartedly support this book.” -Prof. Dr. Vinaya Kumari, Amity University, India “Being a teacher trainer/ educator for a long time, I always had worries about how to train teacher candidates on the integration of literature in their future classes. With this book now I feel more confident on the issue.“ -Prof. Dr. Birsen Tütüniş, Istanbul Kultur University, Turkey This accessibly-written textbook uses the intrinsic appeal of a story to engage students with language, and provides teachers with the background knowledge and the skills to use literature to construct lessons for their classes which integrate all four skills plus language awareness in an enjoyable way. Although a number of books and studies have examined the value of using literature to learn language, literature remains under-represented as a language learning resource. The author argues that the accumulated body of literature represents a bottomless pit of potential material, just waiting to be recognised and enjoyed. From a teacher’s point of view, a lesson based on a literary work can provide an integrated approach to language development which few other approaches can match. A piece of literature can be used to develop all four skills, both receptive and productive (reading, writing, listening speaking) as well as production skills and language awareness. This book will be an essential resource for pre-service and in-service teachers, teacher trainers, students and scholars of Applied Linguistics, Language Education, TESOL and related subjects. Carol Griffiths is Professor of ELT at Girne American University in North Cyprus.Her major areas of research interest include individual differences, teacher education and support, English as a medium of instruction, English as a lingua franca, action research, and using literature to teach language. . | ||
| 650 | 0 |
_aLanguage and languages _xStudy and teaching. _959962 |
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| 650 | 0 |
_aLinguistics _xMethodology. _971853 |
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| 650 | 0 |
_aEducation in literature. _971505 |
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| 650 | 1 | 4 |
_aLanguage Teaching and Learning. _971501 |
| 650 | 2 | 4 |
_aLanguage Education. _970729 |
| 650 | 2 | 4 |
_aResearch Methods in Language and Linguistics. _971858 |
| 650 | 2 | 4 |
_aLiterature and Pedagogy. _971506 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031545535 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031545559 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-54554-2 |
| 912 | _aZDB-2-SLS | ||
| 912 | _aZDB-2-SXS | ||
| 999 |
_c59545 _d59545 |
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