Learner’s Perceptions

In recent years, investigation about the perceptions of the learners in foreign/second language classrooms has gained attention in pedagogic practices and second language acquisition (SLA) (Bernaus and Gardner, 2008; Brown, 2009). Belief systems of learners and teachers build up because of their personal experiences, background and knowledge.

Individual perception are in a way different from one another about the same situation or phenomenon (Carroli, 2008). Thus perceptions are not fixed but flexible and changeable because of time and situation (Giri, 2001; Carroli, 2008). Richardson (1996) calls beliefs of students or teachers mental constructs that ‘name, define and describe the structure and content of mental states that drive a person’s actions’ (Richardson, 1996 p. 102 cited in Brown, 2009). In broader sense, the belief systems are ‘psychologically held understandings, premises or propositions about the world that are felt to be true’

(Richardson, 1996 p. 103 cited in Brown, 2009).

Literature-based second language may not be pleasurable or meaningful for the language learners (Hall, 2005). Despite objections and criticism laid upon the literature-based language teaching materials, the literary texts are used in the EFL classrooms. However, the question remains unexplored as to what extent the literary texts affect the learner’s perceptions of their process of foreign language learning. Kramsch (1985) emphasized that:

The seriousness with which students' perceptions are taken reduces the threat of the expectations placed on them as non-native readers and protects their self-esteem. Taking learners' perceptions into account does not mean that the students should not learn about the text's cultural and historical frame of reference, but only through the prism of parallel texts and their own constructs can they grasp the unique nature of the literary work they are reading. (Kramsch, 1985: 364)

Research in Second language Acquisition (SLA), over the years, emphasized the role of learners and teachers’ belief in language learning and teaching, importance of understanding and knowing learners’ attitudes and perceptions of the role of literary texts in foreign/language learning and teaching. According to the studies in SLA, learners and teachers have a set of belief systems, which influences their language learning and teaching process and in turn learning outcome (Brown, 2009).

Davis et al (1992) examined the undergraduates’ attitudes towards the study of foreign language literature as well as factors affecting their opinions. This study used questionnaire to generate learners’ responses. The findings showed that the positive attitudes of learners towards the foreign language (FL) literature was related to the amount of leisure reading done in FL and preferred learning style. Speaking in FL was negatively correlated with the enjoyment of reading FL literature. The findings contradicted with the findings of the previous study, which according to Davis et al (1992) implied that this area requires continued investigation of students’ reading inside and outside the classrooms. Another interesting aspect was the positive impact of the changes in the curriculum and classroom practices on the attitudes of the language learners. Although the study showed some interesting results, the scope of study was restricted and as the researchers admitted, the research on foreign language literature reading was very limited which calls for more research at the broader level.

Carroli (2008) investigated students’ experiences of Italian literary texts by linking students’ perceptions and study approaches to students learning outcomes in Australian context where Italian was taught as a foreign language. Carroli (2008) compiled the two studies conducted in 1998 and 1999. The key themes identified in the compiled results of both studies were: entertainment, knowledge, reflection, stimulation, development, aesthetic pleasure, L2 language and other/all type of writing, affect (Carroli, 2008: 48).

Investigation of learners’ perception of foreign language literature study was significant as findings indicated the degree of learner’s familiarity with literature and its affect element.

This study provided important implication for the educators as:

Awareness on the part of educators and students and meanings and perceptions of the term ‘literature’ is an essential prerequisite to avoid misunderstandings and inappropriate curriculum planning (Carroli, 2008:54).

The study also revealed that learners’ understanding of literature was anthropologic rather than literature-focused other than this the learners largely perceived literature as a source of learning a language (Carroli, 2008). Moreover, study also showed that the perceptions of the learners about literature do not remain the same and change with the passage of time.

The 1998 results showed entertainment perception as highest ranked (37%) while 1999 results showed the same perception on 4^th ranking (14%).

The beliefs of learners and teachers build upon the years of previous experiences at institutions and the range of knowledge acquired (Richardson, 1996; Pajares, 1992 and Brown, 2009). Moreover, the belief systems are not only ‘dynamic, socially constructed, changeable’ but also context-centred (Brown 2009:47). In this regard, perceptions of learners are an important factor to view a logical incorporation of selected materials such as literary texts in language courses. This may prove to be useful for the teachers and the course designers to justify the incorporation of literary texts in the language courses. One of the important findings of (Sivapalan and Subramanium (2008) studies pointed out the necessity of knowing learners perceptions of such incorporation. Sivapalan and Subramanium (2008) investigated the perceptions and attitudes of young adult learners at an engineering university in Malaysian context towards incorporation of literature in their degree programmes. The qualitative and quantitative findings showed that the respondents were not fully ready for the incorporation of literature in their English language programme curriculum at undergraduate level. On these grounds, awareness of learners’ perceptions is

important in language teaching and learning spectrum (Brown, 2009). Since the objective of literature-based language teaching and learning focuses on the language learner, the perceptions of learners need investigation to better understand the role of literary texts in the EFL classrooms. The issues discussed above highlight that the needs and interests of the language learners needs investigation and attention of the teachers and education policy makers.