أهمية النصوص الأدبية في برامج القراءة المتقدمة في المرحلة الجامعية
Nihal Ameira, English Department, Faculty of Arts and Science, Petra University, Amman, Jordan.
Abstract
This paper aims at describing how levels of response to literary works (literary competence) interact with levels of communicative competence (CC) in learning a foreign language (FL). It attempts to highlight the importance of planning an advanced English reading program when learning a foreign language in relevance to EFL tertiary-level students of language and literature, and to those with a special interest in translation. The paper suggests that the student’s competence in using language is more likely to be successful when the study of literary texts is related to reading skill developments. The aim is to highlight the interaction processes involved in reading and understanding literary works, and enhancing communicative competence. The suggestion is that literature -by the peculiar nature of its deployment of language, or ‘universes of discourse’ in terms of the linguistic, cultural, and literary experience inherent in each literary selection- will assist the student reader in vicariously experiencing the total communicative situation, and creatively utilizing the language capacity required for the successful uses of the TL. Such a reading program will govern the choice of the teaching method, which will involve specific criteria (linguistic, cultural, and educational) by which the teacher can be guided for the selection and grading of materials. The paper suggests a number of activities to illustrate its main theme and assessment techniques for the evaluation of students' learning and abilities to apply what they have learnt to improve their communicative competence.