Use of real literature in the EFL classroom

Abstract

In this thesis on The Use of Real Literature in the EFL Classroom the reader will be introduced to a case study on the use of authentic literature in two secondary school classrooms. Both the process of creation of the didactic proposal and its results will be explained in detail in the sections found in this paper. The paper has been divided into various parts: firstly, we will go through (i) the theoretical background on the use of literature in EFL classrooms, the different reading models and methods, followed by (ii) the reasons for using authentic literature over graded readers. Afterwards, we will see (iii) the methodology used to create the didactic proposal after evaluating students’ replies to a questionnaire -and other factors- and (iv) the temporalisation and activities of the proposal. Next, the results of the implementation of the proposal will be stated and discussed. We will see how the students reacted in both cases and enjoyed the experience of completing an activity where they read literature that was more familiar to them, as they noticed they did much better than they expected. Also, here we state the importance of motivation and positivity on the teacher’s behalf for the success or failure of such classes. Finally, in the conclusion, I will remark the outmost importance of having a favourable attitude towards reading and I will also reinforce my personal opinion, suggesting authentic literature and a newly introduced activities method to be a more appropriate way to approach this essential part of the curriculum.