The Quest for Literature in EFL Textbooks - A Quest for Camelot?

Aug 27, 2026

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The article investigates the proven value of using literature in EFL instruction as supported by recent theoretical sources and teacher methodology materials. It analyzes how widely literary texts appear across a selection of past and current EFL coursebooks over nearly seven decades. The findings show that literature is often viewed as beneficial, yet it is still rarely used in today’s EFL context. The study concludes by outlining plausible reasons for the recent decline of literature in current ELT.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

Communicative language teaching and communicative competence

From communicative competence to intercultural communicative competence

Models of ICC and definitions of culture and communication

DOI: 10.4312/elope.11.1.113-136 Janez Skela University of Ljubljana Slovenia The Quest for Literature in EFL Textbooks – A Quest for Camelot? Summary The article sets out to explore the proven benefits of using literature in EFL, which have been established in recent (theoretical) sources, including methodology books for teachers. It then moves on to examine the presence of literary texts in a selection of past and current EFL course books spanning over a period of almost seven decades. The results reveal that literature, while mostly perceived as beneficial, is not widely used in the EFL arena today. Finally, some possible reasons for the decline of literature in current ELT are highlighted. Key words: culture, communicative competence, intercultural communicative competence, EFL textbooks, literature V iskanju književnosti v učbenikih angleščine kot tujega jezika –V iskanju Kamelota? Povzetek Prispevek najprej osvetli dokazane prednosti uporabe književnih besedil pri pouku angleščine, ki jih navajajo številni sodobni (teoretični) viri, vključno s priročniki za učitelje. Zatem so predstavljeni izsledki analize, katere cilj je bil ugotoviti, do kakšne mere pretekli in sodobni učbeniki za angleščino kot tuji jezik v obdobju zadnjih sedmih desetletij vključujejo književna besedila. Izsledki kažejo, da se književnost, kljub splošnemu prepričanju o njenih koristih, danes le redko uporablja pri pouku angleščine. Prispevek se izteče z navedbo nekaj možnih razlogov za današnji zaton književnosti pri pouku angleščine. Ključne besede: kultura, sporazumevalna zmožnost, medkulturna sporazumevalna zmožnost, učbeniki za angleščino kot tuji jezik, književnost UDK 821. 111:37 .091.3 ENGLISH LANGUAGE AND LITERATURE TEACHING 113 The Quest for Literature ineFL Textbooks–A Quest for Camelot? 1. Introduction Most current national syllabuses for English around the world, including Slovenia, strongly promote Communicative Language Teaching (CLT) as the norm for teaching foreign languages. CLT is based on the idea that the ultimate goal of foreign language learning and teaching is communicative competence; i.e., the ability to use the language correctly and appropriately to accomplish communication goals. Communicative competence (CC), however, is not a unitary concept but consists of several different competence areas (Council of Europe, 2001): linguistic competence (e.g., grammar, phonology, and lexis), sociolinguistic or sociocultural competence (e.g., formal/informal registers, different types of speech acts), and pragmatic competence, consisting of discourse competence (sometimes considered part of sociolinguistic competence – that is, knowing how to begin and end conversations), functional competence (i.e., the learner’s knowledge of the principles according to which messages are used to perform communicative functions), and strategic competence (i.e., knowledge of communication strategies that can compensate for weakness in other areas) . The recommendation for second language pedagogy is that all components should be included in second-language curricula, instruction and teaching materials. The construct ofCC has been subject to constant evolution in the past five decades, and continues to be so. Globalization has presented language teachers and learners with the increasingly frequent challenge of coping in intercultural situations. The most common term for describing this type of communication is intercultural communication (IC). A growing interest in IChasled to an expansion in the construct of CC and has resulted in a new construct called intercultural communicative competence (ICC). Byram (1997, 3), for example, argues for using the term ICC, as it displays and maintains a link with recent traditions in FLT, and it broadens the concept of CC. In the light of these changes, many foreign language curricula have shifted their objectives from developing the learners’ communicative competence to developing their

FAQs

Why does the article emphasize literature in EFL textbooks?

It reviews research and methodology sources that attribute proven benefits to using literature in EFL teaching and learning.

What period and materials are examined in the textbook analysis?

The study examines a selection of past and current EFL coursebooks spanning almost seven decades, focusing on the presence of literary texts.

What main conclusion does the study reach about current use of literature in EFL?

Although literature is widely seen as beneficial, it is not widely used in today’s EFL setting.

Aug 27, 2026

Upload by Rhys