Literature and Language Learning in the EFL Classroom

Michael Burke, University College Roosevelt, Utrecht University, Netherlands Ronald Carter, University of Nottingham, UK Motoko Fukaya, Tsurumi University, Japan Geoff Hall, University of Nottingham, Ningbo, China Tomohide Ishihara, Aichi University, Japan Yuka Kusanagi, Gunma University, Japan Kyoko Kuze, Ueno Gakuen University, Japan Marina Lambrou, Kingston University, UK Gillian Lazar, Middlesex University, UK Tetsuko Nakamura, Komazawa University, UK Masako Nasu, Okayama University, Japan Takayuki Nishihara, Prefectural University of Hiroshima, Japan Soichiro Oku, Kanto Gakuin University, Japan Akira Ono, Hiroshima University, Japan Aiko Saito, Setsunan University, Japan Yoshifumi Saito, University of Tokyo, Japan Kiyo Sakamoto, Doshisha University and Ryukoku University, Japan Mark D. Sheehan, Hannan University, Japan Hiroko Sugimura, Okayama Prefectural University, Japan Kazuko Takahashi, Meisei University, Japan Masayuki Teranishi, University of Hyogo, Japan Katie Wales, University of Nottingham, UK

• Introduction; Masayuki Teranishi, Yoshifumi Saito and Katie Wales PART I: CURRENT ISSUES AND SUGGESTIONS FOR NEW APPROACHES 1. Recent Developments in Uses of Literature in Language Teaching; Geoff Hall 2. Literary Texts as Authentic Materials for Language Learning: The Current Situation in Japan; Kazuko Takahashi 3. Bridging the Gap between L1 Education and L2 Education; Aiko Saito 4. From Reading to Writing: Creative Stylistics as a Methodology for Bridging the Gap between Literary Appreciation and Creative Writing in ELT; Yoshifumi Saito 5. Unpacking and Evaluating Properties in Conceptual Metaphor Domain Mapping: Cognitive Stylistics as a Language Learning Tool; Michael Burke 6. Playing with Words and Pictures: Using Post-modernist Picturebooks as a Resource with Teenage and Adult Language Learners; Gillian Lazar PART II: EMPIRICAL AND CASE STUDIES 7. Achievement Tests for Literary Reading in General EFL Reading Courses; Takayuki Nishihara 8. A Stylistic Approach to Digital Texts: Teaching Literary Texts Through New Media; Soichiro Oku 9. The Effects of Literary Texts on Students' Sentence Recognition: Translation Tasks and Comprehension Tasks; Tomohide Ishihara and Akira Ono 10. Benefits of Teaching Speech/Thought Presentation: Developing Language Awareness Through Reading Austen and Eliot; Tetsuko Nakamura 11. Teaching English Novels in the EFL Classroom; Masayuki Teranishi 12. Using Short Stories in University Composition Classrooms; Kyoko Kuze 13. Translation of Japanese Poems into English: Literature in the First Language as a Motive to Communication in a Second Language; Kiyo Sakamoto 14. Literary Reading Circles and Short Essay Activities for English Learning Among Medical Students; Yuka Kusanagi 15. The Role of Literature in Foreign Language Learning; Masako Nasu 16. The First Step towards a Critical Perspective:The Practice of Evidence-based Explanation of a Literary Text in Book Clubs; Hiroko Sugimura 17. The Use of a Literary Text in an Extensive Reading Programme: Reading Murakami's 'Super-Frog Saves Tokyo' in the World Cafe; Motoko Fukaya 18. Increasing Motivation and Building Bridges to Content with Graded Readers; Mark D. Sheehan 19. Pedagogical Stylistics in an ELT Teacher Training Setting: A Case Study; Marina Lambrou Epilogue; Ronald Carter

“This volume more than fulfils its aims, providing valuable insights into and confirming the merits of using literature in EFL contexts. As such, it is an important and relevant contribution to a thriving discipline and thus well worth reading.” (Cliff Kast, Reading in a Foreign Language, Vol. 29 (2), October, 2017)“Literature and Language Learning in the EFL Classroom is a volume of articles on the subject of using literature in EFL teaching. … Literature and Language Learning in the EFL Classroom has something for teachers in different teaching contexts and with different pedagogical approaches, providing plenty of inspiration for readers to try out new methods and activities for students of varying levels of language proficiency.” (Scott Bean, JALT Journal, Vol. 39 (1), May, 2017)