Arab World English Journal (AWEJ) Volume 13. Number2. June 2022 Pp. 253-266
DOI: https://dx.doi.org/10.24093/awej/vol13no2.17
An Affective Approach to Teaching Literature: I Feel Therefore I am
Allami Moustafa
Department of English
Faculty of Foreign Languages
University of Oran 2: Mohamed Ben Ahmed, Algeria
Corresponding Author: allamim25@gmail.com
Ghenim Naima
Department of English
Faculty of Foreign Languages
University of Oran 2: Mohamed Ben Ahmed, Algeria
Received:3/24/2022 Accepted: 4/18/2022 Published: 6/24/2022
Abstract:
The present research paper seeks to ascertain whether students respond emotionally to literature—as it is argued that the emotions experienced during reading help interpret literary texts. To that end, the study departs from an investigation of students’ personal responses only to determine whether emotion-based responses exist in the EFL context, thus answering the central question that guides this work: do affective responses to literature exist? The stakeholders involved in this study are master-one, EFL students who specialize in literature and civilization at the University of Oran 2, in Algeria. These students were asked to answer a mixed-methods questionnaire. Of the 61 students concerned with the study, thirty-one have answered. The analysis of the ensuing data showed that affective responses to literature are quasi-nonexistent, thus the urgent need to reassess the current literature teaching approaches.
Keywords: Emotions, EFL students, literature, literary experience, personal responses, teaching approaches
Cite as: Moustafa, A., & Naima. G. (2022). An Affective Approach to Teaching Literature: I Feel Therefore I am.
Arab World English Journal, 13 (2) 253-266.
DOI: https://dx.doi.org/10.24093/awej/vol13no2.17
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