Teaching the novel in a university english as a foreign language (EFL) context

Abstract

. Research indicates that EFL students find it difficult to read literary texts in English mainly due to the vocabulary which is culturally bound and thus may be unfamiliar to them. Studies in the development of students‟ vocabulary indicate that there is a minimum number of academic vocabulary required for success at the university level. However, even though students may have this level, they may still find it difficult to read literature especially the novel in a foreign language context. It is the author‟s contention that with carefully selected texts and methods, the cultural-language challenge can be addressed. The aim of the present study is to explore the preliminary effect of selected novels combined with film and student oral presentations on L1 Arabic EFL learners‟ use of vocabulary in one 20th Century American Novel course at an English medium university in Lebanon. Two literary essay tests were administered to 25 students, one at the beginning and another at the end of the semester, holistically scored and qualitatively analyzed for vocabulary variety. Main findings indicated that although the holistic scores may not show a more diverse vocabulary variety on highly scored essays, the qualitative analysis indicated a development in the vocabulary on Test 2. Recommendations are made for classroom practice and future research.