Introduction
Extensive reading that provides the acquaintance with pieces of literature may be regarded as an essential process of language learning. In general, the capacities of literature to enhance social, cognitive, and critical thinking skills and contribute to the development of imagination are well known. However, in China, the approach to literature within EFL classes may be regarded as ambiguous. On the one hand, the Chinese educational system pays particular attention to the quality of language learning. On the other hand, this system is characterized by a pragmatic approach that diminishes the significance of literature as a discipline. On the basis of a literature review, this study aims to assess the differences between a commonly accepted perception of literature and an attitude to it in LLE in China within the framework of extensive learning in EFL classes.
Background of Study
In the present day, extensive reading became increasingly popular across the globe and may be regarded as an important part of EFL classes. In general, the intellectual and cultural importance of literature as a discipline and its introduction to language education is impossible to overestimate. As written expressions in all their multiplicity, the works of literature participate in the formation and development of an individual’s cognitive, communication, critical thinking, and writing skills. Literature motivates imagination and kindness, keeps the brain healthy, improves memory, and helps expand the vocabulary. All in all, an individual who gets acquainted with the pieces of literature, not only receives information but learns to think, reflect, and express his opinion in a most appropriate way.
In China, the education system pays particular attention to the improvement of English instruction in EFL classrooms to enhance the comprehension of the language for communication and writing skills. In particular, in order to strengthen teaching, the production-oriented approach, including teacher-mediated teaching processes, teaching hypotheses, and teaching principles, was developed (Wen, 2016). However, in relation to literature in language education (LLE) and extensive reading in EFL classes, the situation may be regarded as tense and ambiguous. According to Wang and Kim (2021), “extensive reading has long been applied in the English as a foreign language classroom in China, but the fundamental theories and practical instruction are not satisfactory” (p. 111). In particular, Qiping and Shubo (2002) state that during the past several decades, English courses in China have been made as pragmatic as possible, while this approach marginalized and almost banished literature. In other words, literature was regarded as a soft option while English teaching focused on mastering techniques, acquiring facts, and ingesting information.
Purpose of Study
The purpose of the study is to review an attitude to literature in LLE in China within the framework of extensive learning in EFL classes and compare it with a commonly accepted perception of this discipline. While literature and extensive reading impact the development of imagination, reflection, and associative thinking, the Chinese pragmatic approach that presupposes the ignorance of literature may contribute to the absence of multidimensional and efficient English learning. The identification of differences is essential for addressing a related issue appropriately.
Research Questions
What are the differences between the perception of literature as a discipline and literature in language education (LLE) in China?
Methodology
The methodology of this research is a qualitative approach on the basis of a literature review. For it, databases will be used to identify articles dedicated to the perception and significance of literature as a discipline, the attitude of the Chinese educational system to literature within EFL classes, and extensive reading in China. They will be subsequently analyzed to define the differences between a discipline and its application in EFL classes in China.
Significance of Study
The significance of this research is determined by the fact that the perception of literature in Chinese EFL classes impacts students’ results. According to Mu and Green (2012), reluctant readers may be regarded as one of the reasons for the challenging implementation of extensive reading in China. Due to pressure created by a pragmatic approach that emphasizes the significance of facts, students have less desire to continue reading as the expression of their opinions is limited. In turn, the assessment of differences between Chinese attitude to literature and its perception as a discipline will contribute to the development of efficient techniques that will improve the quality of language education in this country.
Conclusion
Literature is traditionally regarded as highly beneficial for the development of a language learner’s cognitive and social skills, critical thinking, and imagination. At the same time, according to a considerable number of scientists, in China, a pragmatic approach in EFL classes marginalizes literature and diminishes its role in education. Thus, this study will assess the differences between a commonly accepted perception of literature and an attitude to it in LLE in China within the framework of extensive learning in EFL classes. The results of this research may be beneficial for the development of efficient techniques that will facilitate the implementation of extensive reading practices in EFL classes in China as language learning presupposes not only technical aspects but an ability to reflect, express an opinion, and indulge in the works of literature as well.
References
Mu, H. E., & Gren, C. F. (2012). Challenges in implementing extensive reading in Shanghai senior high schools. Extensive Reading World Congress Proceedings, 1, 34-36.
Qiping, Y., & Shubo, C. (2002). Teaching English literature in China: Importance, problems and countermeasures. World Englishes, 21(2), 317-324. Web.
Wang, S., & Kim, H. (2021). Extensive reading research in the EFL classroom of China: A Qualitative Meta-Analysis. Chinese Journal of Applied Linguistics, 44(1), 111-125. Web.
Wen, Q. (2018). The production-oriented approach to teaching university students English in China. Language Teaching, 51(4), 526-540. Web.