The envisionment of English literature teaching at form three level

Abstract

This work analyses students' and teachers' perceptions of taught English Literature. The aim was to get feedback about English Literature teaching from students and teachers about the way they would like English literature to be taught. The research intends to study whether the way English Literature is taught complies with the way it is envisioned by authors on the subject, teachers and students. A mixed quantitative and qualitative approach was used. A questionnaire was set to students to gauge their perceptions of the subject and the extent of change they would suggest. Teachers were observed and interviewed about the way they taught English Literature and whether this was different from their vision of teaching the subject. The Form Three level was chosen because students and teachers at this stage are more free to delve in a variety of literary texts since they are not bound by a the specific syllabus set for 'O' level purposes. All the data collected was analysed and compared and results were attained. Three sample lesson plans were developed based on these outcomes. The research outcomes showed that understanding and passing exams were a priority in the teaching of literature. There is a need for more focus on enjoyment. This entails adopting more innovative teaching methods which include student centred lessons, interactive activities, more relevant texts, and effective teaching aids. Reconsidering the assessment methods adopted also allows more enjoyment and appreciation of Literature.