名古屋外国語大学論集

第10号

2022年2月

Research Note

Incorporating Novels into Communicative EFLClassrooms – Learning Through Literature
Niall WALSH

Abstract
In recent years, literature, especially the use of novels, is reappearing as a pedagogical tool in English as a foreign language (EFL) classrooms. Yet, despite its
revival, textbooks remain the primary source of teaching materials, with novels
performing an ancillary role in language development. In a Japanese context,
Takahashi (2015) reports that literary works have been ‘marginalized’ in EFL
instruction (p. 27). A large part of the hesitancy towards literature can be traced
to concern among language practitioners that novels’ elitist nature and archaic
language will interfere with recent training and pedagogical developments in
Communicative Language Teaching (CLT) focused on developing oral communication skills. Compounding these fears is an absence within the EFL professionof adequate teacher training on literature’s potential role in modern language
classrooms. Unfortunately, such disregards ignore an innovative approach to
implementing literature in the EFL classroom, which, if done effectively, fosters
a positive symbiotic relationship with CLT. Additionally, a novel’s authenticity
can meet the cultural, language and personal development objectives demandedof modern language classrooms. After outlining current research and perspec305

tives on literature in an EFL context, this paper introduces a recent pedagogicalapproach that provides educators with a blueprint for situating novels within
their communicative language learning frameworks. The paper then contrasts
the benefits of a reader-friendly original novel with that of a traditional textbook.
Following this, practical examples of how literature can function within a CLT
framework are introduced before the paper concludes with a call for greater focus
on training and heightening awareness among teachers and institutions of thebenefits of literature in an EFL context.

Literature Review
Until recently, enthusiasm for literature in the EFL language classroom
had steadily waned since its commanding position as the ‘uncontested source
discipline for the teaching of modern languages’ (Kramsch and Kramsch, 2000,
p. 553–573) at the beginning of the 20th century. In the intervening years,
various pedagogies that accompanied changes to the EFL industry, such as thegrammar-translation method, the audio-lingual approach and the direct method,forced literature out of mainstream classrooms. More recently, task-basedlearning (TBL) and communicative language teaching (CLT), focusing on oral
communication through language negotiation, have pushed it further to thefringes of EFL teaching.
Although being neglected for an extended period, Maley (2001) began toobserve literature’s reemergence as a potential source for language learning at theturn of the millennia. Its gradual reintroduction has been gathering momentum
as supporters cite its motivational qualities (Van, 2009; Hall, 2015), its language
learning potential (Ghosn, 2002; Van, 2009), its function in introducing culture
and its ability to develop critical thinking skills that educate the whole person(Ghosn, 2002; Van, 2009; Hall, 2015). However, there remains a paucity of
research data to substantiate these claims and Hall (2015) disappointingly cites
a dearth of empirical studies that would allow literature the authority to signifi306

Incorporating Novels into Communicative EFL Classrooms － Learning Through Literature ■cantly frame its relevance to language learning and developing language skills.
Studies in Japan have begun to tackle the lack of research by addressing
the actual benefits of literature in the EFL classroom. Overall, the results havebeen encouraging and indicated that an authentic reader-friendly novel could
help develop students’ language proficiency and critical thinking skills. Kipling(2018) reported positive responses from students and communicative benefits
through using Roald Dahl’s Matilda as learning material in a Japanese university
freshman’s class. Similarly, Armstrong (2015) found that a group of 25 Japaneseengineering students in his oral communication class improved their speaking
skills, increased their cultural awareness, and could ‘critically analyze andunderstand their world from a different viewpoint’ (p. 16) after studying shortstories. While Walsh (2021) reported cognitive stimulation among 20 highschool students from engagement with various themes from a classic novel.
Despite these studies, the absence of comprehensive data allows practitioners within the EFL industry to continue questioning literature’s adequacy for
language learning. Parkinson and Thomas (2000) and Hall (2015) point out
that a primary concern among teachers is that literary texts contain archaic anddifficult language for students to comprehend, particularly less proficient ones,
to comprehend. Similarly, Edmondson (1997), a leading objector, contends thatliterature exhibits no distinct benefits over ‘history, geography, the economics
or the architecture of other countries’ (p. 46) in introducing cultural elements.
Edmondson further downplays the uniqueness of literary texts over otherlanguage learning material such as coursebooks in activating student cognition.
Finally, Edmondson (1997) adds that in extreme cases, literature in the EFL
context can be counterproductive and diminish students’ motivation if a teacher
proceeds to lecture on themes and plots of a novel beyond their comprehension.
An additional factor impeding literature’s acceptance in a language classroom is teacher development on implementing literature in their classrooms.
Unfortunately, training programs focused on developing teacher education on307

literature’s application in communicative classrooms have not kept pace with
its reemergence as a pedagogical approach. Paran (2017) hints at failings in the
EFL industry by voicing concerns that language practitioners are not provided
with training in teaching literature and consequently lack the confidence to
use it in their teaching. Kramsch (1993) also reports that teachers, especiallythose primed in CLT, may question their ability to integrate literature into theirclassrooms. Since the introduction of CLT, most training programs have focusedon developing teachers’ ability to identify strategies that minimize teacher talktime while maximizing students’ oral output. Historically, these two goals wereincompatible with lecture-style literature classes. As a result of inadequate
training, educationists primed in CLT may be suspicious or unaware of thepossible benefits literature offers them in realizing their teaching goals andinsecure in their ability to introduce it effectively. It is, therefore, necessary tobuild language practitioners’ confidence and capabilities by providing training
and examples of practical classroom activities on how to integrate literature
within a CLT framework.
Maley (2012) offers language teachers three alternative classroom approaches
to literature’s study within an EFL context. The first, Literature as Study, is alecture-style pedagogy that focuses on transmitting knowledge and is primarily
teacher-led, with students as passive participants. According to Teranishi (2015),
such lecture-style literature classes still prevail in Japanese university language
programs. The second, Literature as Resource, resembles a coursebook as
the literature functions as an exemplar of language such as vocabulary. Even
though he notices the potential of these approaches, Maley (2012) is slightly
critical of both for being ‘to a greater or lesser degree external to the students’(p. 304) with the teacher performing the dominant role. In addition, these two
approaches may severely inhibit the goals of a CLT methodology. For example,
while a lecture-style class has its role within education, an instructor delivering
an extended oration on the influence of the Napoleonic Wars on Jane Austen’s308

Incorporating Novels into Communicative EFL Classrooms － Learning Through Literature ■Pride and Prejudice would suffocate a CLT pedagogy. Similarly, if pursuing
Literature as Resource, text selection is critical. The difficult language undoubtedly found in linguistically complex canon such as Joyce, Tolstoy, and Dickens
could intimidate many EFL learners.
Subsequently, Maley (2012) proposes a third approach that he calls Literature
as Appropriation and refers to it as ‘literature from the inside out’ and ‘learning
through literature’ (p. 304). This approach offers significant potential for modernizing a novel’s role within an EFL classroom. It shifts the study of literaturefrom a pursuit traditionally exemplified by first-language lecture-style instruction to a student-centred approach capable of meeting the communicative goalsof EFL classrooms. At its core, it aims to bring the story alive by transporting
the students into the narrative. Typical activities involve student discussions on
various themes and plots, students’ performance of the story, student engagement in discourse with the characters, and students undertaking project work.
Importantly for CLT advocates, most activities demand oral communicationin the target language as students communicate, collaborate, and negotiate
meaning from the novel. A further benefit is that this approach targets cultural
understanding and promotes critical thinking skills as students encounter anddiscuss various cultures and themes presented within the narrative. Ultimately,
students are transformed from passive to active participants by becoming moreinvested in their learning and taking ownership of the process. The role of theteacher also shifts dramatically from the purveyor of information to the facilitatorof student autonomy.
Learning through literature offers educators a viable alternative to the traditional learning through textbooks approach in developing language, promoting
cultural understanding, and activating critical skills that stimulate personal
growth while adhering to the goals of CLT. While textbooks, especially inrecent years, can develop some of these skills, novels also offer similar benefits
to students in acquiring such competencies.
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Language Development
A primary objective of EFL teaching is to facilitate language learning. In
most situations, the main source of this language is presented through the course
textbook (Tomlinson and Masuhara, 2018). While textbooks can provide a
focused guide for busy language teachers, their artificial construction for EFL
learners can sometimes result in limited or biased language use as they aredesigned by teams of writers making judgements on the language content fortarget learners. One major criticism of textbooks highlighted by Hsu (2009) andSchmitt (2019) is their vocabulary selection and occurrence. Schmitt (2019)claims that textbooks tend to lack a systematic approach towards vocabulary byfocusing more on language related to themes than high-frequency lexical items.
Furthermore, Schmitt (2019) continues to complain that many textbooks ignore
vocabulary repetition, which is critical for acquisition. Additionally, Tomlinson(2015) is heavily critical of many textbooks for lacking innovative ways toengage students with rich input that produces authentic communication. For
example, a recurring feature of many textbooks is form-focused instruction witha heavy degree of repetition of target language structures that do not encourageinteractive language use.
In contrast, reader-friendly authentic novels can expose students to a richand varied authentic linguistic resource (Carter and Long, 1991). While reading
a novel, students may observe naturally occurring orthography, syntax, andgrammatical functions that can reinforce language learning. Studies have shown
positive results in vocabulary acquisition as students are engaged in a narrativeand negotiating language meaning (Hudson, 2011; Nagy, 1995; Nation, 2013).
Other research (see Day, Omura & Hiramatsu, 1991; Dupuy & Krashen, 1993)
has highlighted vocabulary gains from literature by indicating an improvement invocabulary test scores among those students who read a passage over those who
had not read the same passage. Pellicer-Sánchez and Schmitt (2010) found that
Spanish EFL students reading an original novel for leisure showed ‘considerable
310

Incorporating Novels into Communicative EFL Classrooms － Learning Through Literature ■amounts of vocabulary learning’ (p. 45) on completion of the text. Similarly,
discourse that is not form-focused can manifest as students engage in authentic
communication through discussions on the novel’s contents and exchangeinterpretations on related issues. Topics such as love, death, revenge, and life are
intrinsically motivating to talk about as most people can relate to them.
However, an important consideration for educators is not to assume that
language will be ‘learned’ by simple engagement with the literary piece.
Pursuing language learning, such as vocabulary, may require reinforcementof lexical items through a degree of focused teaching (Nation, 2013; Schmitt,2008). Findings by Walsh (2021) also emphasized the need for formalized
vocabulary instruction indicating inconsistencies on vocabulary quizzes pre-and
post-reading after independent reading of a novel. On some occasions, students
displayed greater knowledge of words pre- than post-reading. Pellicer-Sánchez
and Schmitt (2010) also acknowledge that more significant learning could havebeen observed in their study if they incorporated more explicit teaching oflexical items.

Language Development Through Literature
Literature can function as a rich language resource by providing examplesof orthographic, grammatical, and lexical rules and conventions. However,rather than having specific language items dictated to students by the teacher,
Literature as Appropriation’s ethos invites students to sample and experimentwith the language to ultimately acquire ownership of it. An activity that allows
students to negotiate with the text’s vocabulary, increases their participation andencourages creativity is a story building activity. Here, students identify the morechallenging words they encounter in the narrative and report them to the teacher.
After receiving the student feedback, the teacher then produces a collated list of
the lexical items. Adhering to a student-centered learning paradigm, the teacher
asks the class as a whole or smaller group to explain the items to each other.
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After a certain amount of time, the teacher should check for understanding andexplain any outstanding unknown words. Once vocabulary understanding has
been established, the students proceed to build an original story that includes
most or all the vocabulary.
Ideally, the groups will not require further teacher input, but it may benecessary on some occasions to provide a context for the story. In preparation,
the teacher draws four or more blank tables on the whiteboard (see Table 1 forcompleted ones). More tables could be added, depending on the teacher’s preferences. Next, have students complete the tables by suggesting characters, genre,
and location. Depending on the class dynamic, the teacher could use fictional
characters, celebrities, animals, class students, or teachers. Finally, one student
from each group rolls a die, and the number corresponds with the name in the

Table 1Creating a Story- Four Completed Tables
Character 1

Character 2

1

Mr Conway

1

Anpanman2

Ms Cullen

2

Justin Bieber

3

Satoshi3

Mr Hennessy

4

Ariana Grande4

Lady Gaga

5

Bruno Mars5

Ms Vinzwilla

6

Harry Potter

6

TotoroGenre

Location

1

Romance1School bus

2

Horror2

New York

3

Comedy3

Sydney4

Science fiction

4

Hokkaido

5

Action5

Mars

6

Historical6

The library312

Incorporating Novels into Communicative EFL Classrooms － Learning Through Literature ■space. For example, if a student rolls a five for Character 1, they have Bruno
Mars as a character in their story. After four rolls, all groups should have theircharacters, genre, and location. The purpose of the story or short play is forstudents to experiment with the language and use it correctly. Therefore, thestory does not necessarily have to relate to the contents of the book the students
are studying. Once complete, students read or perform their stories in front of
the class.

Cultural Understanding
Increasingly, the classroom as a platform for facilitating cultural understanding has gained momentum in recent years, with a global movement for universities to produce graduates capable of communication in intercultural interactions(Meng, Zhu & Cao, 2018). This demand for cultural sensitivity prompts Byram
and Wagner (2018) to strongly argue that promoting intercultural understanding must be a priority in a language classroom. However, introducing culture
within a classroom can be challenging for educators. As a central componentof language classrooms, teachers may rely on textbooks to highlight culturalelements. While coursebooks attempt to introduce culture, many have come infor criticism for misrepresenting a target culture. In his analysis of eight English
coursebooks, Bao (2016) found ‘a fair amount of stereotyped cultural content’
based on nationality, gender, behaviour, and lifestyles (p. 4–5). For example, animage of an American enjoying a hamburger might imply that all Americans eat
hamburgers and ignore the proportion of the population who are vegetarians. Bao(2016) attributes blame for the simplistic and inaccurate view of foreign cultures
to the limited scope of textbooks and the biased views and finite knowledge ofmaterials writers.
Literature and culture are deeply interrelated, and novels can build students’cultural capital. Most novels were not constructed with EFL learners in mind
and can subsequently portray culture more authentically than coursebooks.
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Lazar (1993) believes that literature can act as a catalyst for expanding student
awareness of foreign cultures. In addition, novels provide an opportunity tobuild bridges between the cultural divide between the values and beliefs of aforeign culture and those of the students’ own. For example, Harper Lee’s To
Kill a Mockingbird could introduce students to the issue of racism in the UnitedStates in the 1930s and present opportunities for learners to discuss that aspectof culture within their society.
However, similar to textbooks, learning culture through literature is also
accompanied by caveats and Maley (2012) believes that teachers must exercise
caution when using literature to introduce culture. Given its limited scope, astory can only highlight cultural snapshots or summaries of a particular society
at a specific time. In a similar vein, Hall (2015) worries that cultural references
within literature can create a misguided portrayal of a society among the readers.
Referencing findings from admittedly limited empirical research into the degreeof cultural understanding derived from the study of literature, Hall (2015) suggests that developing intercultural understanding can in extreme cases “confirm
or even exacerbate pre-existing prejudices”. For example, despite being set in
the mid-twentieth century, the image conveyed by Frank McCourt’s depictionof Ireland as a pious and poverty-stricken country in Angela’s Ashes could
misrepresent the reality of a modern, prosperous, multi-denominational andmulticultural society in the mind of the reader. Thus, educators must recognizethat novels have limited scope in ‘teaching’ a culture and should be utilized as‘building an awareness’ of a culture. While acknowledging that a novel onlyoffers a window into a culture, teachers can take countermeasures that prevent
any cultural misrepresentations by attentively introducing cultural aspects of anovel and providing, where necessary, objectivity in their explanations.

Cultural Understanding Through Literature
Due to its complex nature, activities targeting cultural aspects of a novel are314

Incorporating Novels into Communicative EFL Classrooms － Learning Through Literature ■Table 2
Cultural Aspects of Angela’s Ashes
Ireland between 1930 – 1950

Ireland Today

1. Ireland - England relations

2. Ireland - England relations

3. The church’s role in society

4. The church’s role in society

5. Poverty

6. Poverty

challenging to introduce and require strategic planning from the teacher. Of
principal concern when introducing culture is the avoidance of stereotyping andbias. Fortunately, Literature as Appropriation’s principle of learning throughliterature facilitates a shared teacher-student responsibility. For example, students could independently research an aspect of foreign cultures such as beliefs,
religion, or society that facilitates a richer understanding of the target culture.
Students, either individually or in groups, could choose a cultural element fromthe novel that appeals to them. If deciding what to research is too demanding,the teacher can help identify cultural aspects from the story and provide guidanceon potential areas (see Table 2). This scaffolding allows the teacher to ensurethat multiple cultural elements of the story are examined. On completion of
their research, students can present their findings either through a presentationor conversation with their classmates. Other students can be encouraged to ask
questions of the researcher, and these explanations would enable the teacher todetermine if a student’s interpretation of a target culture is accurate or misconstrued and to provide necessary feedback to the class.

Personal Growth
In recent years, textbooks have included components that target developing
learners’ critical thinking skills and cognitive development. These can present
as questions connected to the unit topic and are often located at the end of a unit.
Despite this, Mishan and Timmis (2015) reference many studies that indicate
315coursebooks currently on the market ‘measure up poorly in terms of likelihood toengage learners cognitively’ (p. 105). They observe that many target ‘low order’cognitive skills that focus on comprehension and recall questions.
In contrast to information recall exercises, Tomlinson (2011) stresses that‘materials should maximize learning potential by encouraging intellectual,aesthetic and emotional involvement’ (p. 21). Reader-friendly novels can provide an obvious way for students to stimulate their learning capacity. Throughengagement with a literary text, students can develop a critical understandingof themselves and those around them (Carter and Long, 1991). Themes arisingfrom texts can provoke learners to provide authentic responses through realcommunication with classmates. Gilroy and Parkinson (1996) agree that literature can act as a change agent by stimulating students’ cognitive processes anddeveloping their critical thinking abilities. Through novels, students encounter
topics such as gender equality, racism and poverty that are universally valid andinteresting to discuss. Rosenblatt (1978) points out the need to expand the narrowrole of a text as communication between the book and the reader to view it as a
stimulant for promoting communication between the readers as they exchangeinterpretations of its contents. Findings by Walsh (2021) indicated the cognitive development of a group of students as their opinions on various themes in
Pride and Prejudice changed pre-and post-reading of the novel. Most cognitive
processing occurs as students explore, negotiate and discuss themes within the
narrative. The necessity for practical use of the language helps further mitigate
concerns that literature inhibits CLT.

Personal Growth Through Literature
The personal growth model allows students to activate their cognitive ability
and develop critical thinking skills as they negotiate themes within the novel.
Students can be encouraged to critically analyze the various characters andsituations in the story and identify any underlying reasons for their actions. For
316

Incorporating Novels into Communicative EFL Classrooms － Learning Through Literature ■example, a recurring theme of many narratives is good versus evil. Wuthering
Heights casts Heathcliff as the villain; in Romeo and Juliet, Tybalt is the offender,and Charles Dickens introduces the audience to a litany of unsavoury characters
in Oliver Twist. Many students may be prejudiced against these characters as
their appearance on the page is accompanied by unpleasant episodes. However,
Literature as Appropriation allows students to deepen their understanding of
the character’s idiosyncrasies by positioning them amongst the actors to engage
with them and question their motives.
An activity conducive to character analysis is a mock trial for the story’s villain. Ideally conducted on completion of a novel, this trial allocates each student
a character role. The students, in their roles, are then questioned by lawyers
on both sides. The advantage of this activity is that it encourages students to
use English while consolidating the story as they comprehensively recall theircharacter’s role and the contents of the narrative. Students can be presented
with the characters for this activity and asked to choose which part to perform.
Alternatively, the teacher could allocate each member of the class a role of acharacter from within the story (see Table 3). As they are demanding parts, it isadvisable that highly proficient and confident students are assigned as defence
and prosecuting lawyers. In place of that, two students cold share the role ofthese important characters. A capable student or the teacher can perform thejudge’s part to facilitate the trial’s opening and closing and prompt character
participation.
Table 3
Members of a mock trial for Heathcliff from Wuthering Heights
Student 1   Student 2
Prosecutor

Student 6Young Catherine

Student 3   Student 4
Defence Lawyer

Student 7
HaretonStudent 5
Heathcliff

Student 8
Nelly Dean
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Conclusion
While literature is gaining more attention in EFL classrooms in recent years,
teacher hesitation and a lack of training in its application within a CLT pedagogy
remain a barrier to its acceptance in the classroom. The perception that it isunsuitable for developing today’s graduates’ functional language and cognitive
skills is challenging to dislodge. Therefore, resources must be directed towards
raising awareness of literature’s potential within a modern EFL context andcomprehensive training provided to language practitioners. Then, educators
could see that literature, especially a reader-friendly authentic novel, offers
unique opportunities for language learning that may be difficult to achieve from atextbook alone. If modelled on ‘learning through literature’, a novel can facilitate
many principles guiding CLT language classrooms. Literature as Appropriation
provides an innovative blueprint for teachers looking to utilize a novel’s role inmeeting the demands of modern EFL classrooms. Used effectively with theirstudents, novels can foster language development, cultural awareness and criticalthinking skills required in a global society while adhering to a communicative
development framework. However, more resources must be directed at comprehensive training programs that develop teachers’ skills and confidence in
effectively introducing novels within a CLT pedagogy. Only then can educators
overcome their hesitations and insecurities as they begin experimenting withnovels for themselves and assess their actual value.

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