The Role and Place of Literature in the Algerian LMD Literary Criticism and Linguistics

Abstract

Educators have come to see the value of literature and how it helps the acquisition of language. Thus, it appeals to the educational practitioners to give it a central and a privileged place it deserves. Literature in general and English literature in particular held an essential role and place in language teaching and learning, and it is taken to be an important form of human learning. Literature as a discipline, tells stories of life, what is important in it, telling us what is like to live in different circumstances and in other historical times. Teaching and learning literature open possibilities for the study of English as a foreign language. My PhD thesis points to a matter of how much the teaching and learning of literature can offer the Algerian learners perspective so as to enhance this discipline. Yet, the role and place of literature in the LMD Algerian system is very challenging since it has been a problematic task because of the various approaches to this module, and that it is undeniable that a lot of learners have significant problems with it and seem to not be motivated to learn it. This humble work tries to define the role and place of literature in the Algerian LMD system, proposing a new approach that may help both teachers and learners develop their communicative skills, and acquire the best that language can offer. This research explores and analyzes the students’ background in terms of motivations for literature and the necessary linguistic competence allowing the appreciation of literary works. Simultaneously, an analysis is carried out concerning the current teaching programme in literature for LMD students in Algeria. Two questionnaires are conducted, one for the teachers and the other for the students. Chapter one shows how linguistics contributes to approach and deal with literary works and how it bridges the two disciplines. Chapter two highlights the link between linguistics and literature in an EFL settings. Chapter three reveals the students’ response to foreign literature and how much knowledge do they have so as to grasp, challenge comprehension and negotiate meanings of literary works as it is worth to be done. Chapter four tries to suggest the elaboration of an adequate national teaching programme for all the LMD students of Algeria, giving them the same opportunities to access to the module. Concerning the teaching of literature, through this research it was revealed the acquisition of the role and place in the LMD system and how the literature teachers have to reconsider its situation so as find the adequate clues related to problems and weaknesses of the current programmes and methodologies.