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Volume 3 Number 2, Spring 2006, Pages 1-192   


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EFL Communicative Language Teaching within a Framework of Response-Oriented Theory

    Hae-Ri Kim


This study investigated the language learning processes and literary experiences of Korean adolescent students enrolled in a literature-based program. This study utilized practitioner research in which the researcher bridged the gap between theory and practice by teaching an EFL class and carrying out research with the intention of changing her own teaching practice. Data collection consisted of audio-recordings of classroom conversations and interviews, students' writing in and outside of the classroom, a survey, the teacher's field notes, and other classroom documents. Data was analyzed to address the following research questions: 1) How do young EFL learners in a literature-based communicative language learning context respond to literary texts? and 2) What is the role of the classroom teacher who promotes responses from EFL learners in response-oriented communicative language instruction? Data analysis revealed 1) that the students perceived the use of literature as a new and effective way of learning English; 2) that the students' experience went beyond language learning; 3) that the teacher promoted oral and written communication that focused on responses to the literature used. Considering the impact of literature on the EFL students, the author suggests implementation of literature-based instruction and further studies in EFL settings.