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Alhaj, Ali: Using English Novel to Teach English Language in Secondary Schools: A
Theoretical Perspective Study, Hamburg, Anchor Academic Publishing 2015
PDF-eBook-ISBN: 978-3-95489-907-4
Druck/Herstellung: Anchor Academic Publishing, Hamburg, 2015
Additionally: Jazan University, Jazan, Saudi Arabia, 1998
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Contents
Abstract ... 1
CHAPTER ONE ... 2
Introduction ... 2
1.1.English novel is valuable for its Language: ... 2
1.2The value of English novel for its idea: ... 3
1.3The Value of English novel that gives insight into Nature:... 4
CHAPTER TWO ... 6
English Novel as A technique ... 6
CHAPTER THREE ... 10
Problems in Teaching English Novel... 10
3.1The use of simplified version: ... 10
3.2The Problems of Traditional Approaches: ... 11
3.3The problem of students leaving school without having read any English novel: ... 12
CHAPTER FOUR ... 14
The Case of English Novel in English Language Teaching ... 14
4.1Research Suggestions: ... 15
5.Conclusion ... 18
References ... 19
1
Abstract
The desirability and need for English novel in secondary school classes
appears obvious. There is a significant distinction between the primary elements of
language; listening and speaking, and the secondary skills; reading and speaking.
Most crucially foreign students differ from native speaking children with whom the
often identified, because they have already accomplished the second stage in their
own language. It seems safe enough to assert that English novel would make a
valuable transitional material. English novel gives evidence of the widest variety of
syntax, the richest variations of vocabulary discrimination. It provides examples of
the language employed at its most effective, subtle, and suggestive. As English
novel sets the potential of the English language it serves as encouragement, guide,
target to the presently limited linguistic achievement of the foreign student.
Keywords: English novel, secondary school, secondary skills, teaching ,syntax,
vocabulary.
2
CHAPTER ONE
Introduction
Obviously the English novel can be regarded as the most suitable literature
genre for the foreign student. It is a brief, contemporary, interesting, and portrays a
modern cultural environment that is either relatively familiar to the student or else
is significantly attached to the target culture of the language she/he is studying.
Not many years ago there seemed to be a negative attitude to the teaching of
literature in the foreign language class-room. English novel was regarded as a
written form, far removed from every day communication. But English novel has
again been recognized as an effective tool in learning a foreign language.
Linguistically, English novel has much to offer all language learners. Povey
(1979:23) has spoken of the usefulness of literature in reinforcing language points,
exhibiting a wide range of vocabulary, and developing all four language
skills(ibid:90) .For Widdowson (1979:10) literature "contributes significantly to
both the process and the purpose of language learning"
. It contributes to the
process in that it sets up a situation in which it is essential for the reader to
negotiate meaning, since in English novel the meaning is not obvious as it is in so
many texts books and language teaching materials. This negotiation of meaning is
necessary for language development. English novel contributes to the purpose for
language learning in that it represents language in use, for instance, language in a
social setting, in a meaningful context, and being used for a purpose. In addition,
literature opens up to the learners the culture of the people whose language is being
studied. "literature can help students understand, empathize with, and vicariously
participate in the target culture''.(Stern 1987:47)
1.1.English novel is valuable for its Language:
The learner of the language, in reading novel is profiting from the clearest,
most significant and the most appropriate use of words possible. The result of this
experience is that he becomes more certainly aware of their fullest and richest
3
meanings. He thus may learn to use these words himself more effectively, and also
more appropriately in different contexts, he sees that this context demands this
word, but not that; and this word is more suitable or more forcible in this context,
but not in that.
At an earlier stage in learning a language, the value of the language of good
literature to the learner is that it produces more distinct and more vivid
descriptions, narrative, dialogue, consequently the meanings of the words become
more distinctly and surly impressed on the mind, and there is more complete
understanding. It pupils persist, reading of ten and with some enjoyment or even
with as avidity, improvement in understanding will certainly increase, improvement
in understanding will certainly increase, and after a time should favorably affect
their own use of language in speaking and writing.
The reason for thus increase deepening of under standing is that attention is
held by interest in all that is happening, by a feeling of concern in the fate and
action of the characters, and by the excitement of the dangers and difficulties of
these characters. The result is that the whole force of the mind and its now more
active imagination are forced on meanings, on what the words are expressing; for
the reader wants to know what happens next, and he has nothing else to tell him,
except the words. He must inevitably understand more completely, and often even
more forcibly. His emotion, his excitement and his curiosity drive him to seize
every meaning and suggestion that the words can give him.
1.2The value of English novel for its idea:
Taking ourselves as simple example most of we have no doubt gathered a
great deal of information about eighteenth and early nineteenth century life in
England from the novels of Jane Austen, about Victorian England from Trollope,
about country life and radical politics from Gorge Eliot and such ideas, for
instance, as the customs, beliefs, habits, social attitudes and thought in those times,
and especially ways of life. Our pupils, for instance, when they read Treasure
Island learn what is just and right when innkeepers are in difficulties, what is good
4
discipline, the necessity for co-operation, even among buccaneers, and other ideas
of social conduct. These ideas, of course, are not learnt consciously, nor need there
be any questioning to see if pupils have assimilated them. They appeal to the
imagination and are grasped intuitively, and so are assented to and accepted
without question as being right and natural in the circumstances portrayed in the
book for this is `truth' and `truth to nature', which cannot be rejected by a sincere
reader, however young, if the circumstances portrayed have been honesty imagined
by the writer.
1.3The Value of English novel that gives insight into Nature:
In reading novels we see how life is lived by different kinds of men and
women, for we see it imaginatively as if enacted before us. We see how life must
be faced by people in various situations and in very varied circumstances, often by
people who meet with unexpected difficulties, who face disappointment, loss and
danger. We learn how people stand up to and sometimes overcome the blows of
bad fortune and the ugly spite of intrigue or underhand revenge, and we wonder
how those who have won our admiration will face life when it threatens them so
inescapably. With what courage, what loyalty and good humor do they sustain their
hearts? How do they bear themselves? And what happens to them; do they give in
or give up, or do they go on unblinkingly until the end, an end which may be
tragic? Let us think of the characters that a boy will admire in the books he reads.
Jim Hawkins in Treasure Island, Sidney Certon in A Tale of Two Cities, Deny the
Burgundian Corss bowman in The Cloister and the Hearth, perhaps Alan Breck in
Kidnapped if he can manage the dialect, and later Lorna Doone, Jane Eyre, Maggie
Gulliver.
English novel is a looking glass in which we see good and evil; the
worthiness of the one, and the destructiveness of the other; and we see these
portrayed in lives that we can imagine, understand and feel deeply for, according to
the wealth of our experience and the richness of our maturity. And we feel they are
portrayed in our lives, for the life we see in the story is like ours, though it is more