A comparison of form-focused, content-based and mixed approaches to literature-based instruction to develop learners’ speaking skills

Abstract

It is rare for learners to reach high level of communicative ability from engaging in entirely language form either implicitly or explicitly. Likewise, focusing primarily on content may be a hindrance to embrace target language features. The integration of form-focused instruction in content-based classrooms has been effective because such an integrative pedagogy benefits learners’ practice of target forms within communicative contents. It is noteworthy that conducting literature discussions has boundless possibilities of encouraging substantive talk and developing oral language. When language learners develop a critical stance towards discussions of literature, an interactive setting to construct interpretations is created. The creation of space for voices of learners invites readers to argue for the use of language to articulate perceptions, verbalize points of view and transmit thoughts. Form-focused and content-based approaches are two pedagogical frameworks that facilitate form-meaning connections in the field of second language acquisition; for that reason, this study is premised on the belief that holding classroom discussions of literature which draws attention of learners to form–meaning relationship provides some of the strongest rationales for the production of meaningful discourse. The study demonstrated that creating a classroom environment that placed literature discussions at the heart of language learning by combining form and content brought in the essential knowledge and skills necessary for communication development.