Comprehension and problem-solving in the literature classroom.

This article suggests that, in seeking to understand and interpret literary texts, non-native speaker students should be encouraged to exploit general problem-solving abilities in support of their developing linguistic competence. This point is illustrated by discussion of a comprehension experiment conducted in L2 classrooms under a variety of conditions. It is suggested that interpretive abilities acquired in task-based approaches can be applied to texts other than those directly studied, and so build transferable skills rather than the specialised cultural literary knowledge usually associated with literature courses. Advocating a task-based approach to comprehension based on inference and problem-solving, the article concludes, also draws attention to wider questions regarding the usefulness of studying literature in L2 situations.

Translated for publication into Japanese by Yoshifumi Saito. Also published as ‘Comprehension and problem-solving in the literature classroom', in, Ganakumaran Subramaniam (ed), Teaching of Literature in ESL/EFL Contexts, Sasbadi-MELTA ELT Series (Sasbadi Sdn Bhd, Petaling Jaya, Malaysia, 2003),) pp.111-39. ISBN 9835916624.