Contrastive Lexical Approach and Teaching Second Language Literature: Tran lexemes Facilitate Translation and Language Teaching

Abstract

As reminiscent of behaviorism, the so-called notorious translation and memorization have been banned from language teaching practices. Learners’ literary knowledge in their first language can be an effective source which learners can draw on in order to promote their ability in learning a second language. Attempt has been made to show that a Contrastive Lexical Approach refutes criticisms against using literature in EFL/ESL classrooms, and boosts advantages of bringing literature in the EFL/ESL classrooms. Through introducing translexis as main components of a contrastive lexical approach to second language teaching this papers tries to show how literary translexis promote learners ability in their native-like literary productions. Such an approach to teaching poetry and literature in general promotes learners’ critical thinking ability and intercultural understanding and tolerance. Memorization should be revived and given another chance as a starting point in contrastive literary practices which will hopefully result in higher order thinking.