Fan fictions and Task-Based Language Teaching
DOI:
https://doi.org/10.21165/el.v48i2.2173Keywords:
task, literature, fan fictionAbstract
The purpose of this article is to discuss the benefits of using literature in English classes and to provide a class plan that focuses the writing skill to support this discussion. Fan fictions and Task-Based Language Teaching, then, were used as key factors in the development of this class. About the methodology, this article describes the Task-Based Language Teaching, the universe of fan fictions and, finally, this class in which the objective is the written production of a fan fiction. Therefore, in relation to the methodological approach that guides this class, it is important to highlight Prabhu (1987), Skehan (1996), Willis (1996), Nunan (2004) and Ellis (2006), for the Task-Based Language Teaching. Jenkins (2012) and Neves (2014), regarding fan fictions, and Dalvi (2012) concerning the uses and benefits of literature in a language class. In regard to the findings, an activity based on the standards of Task-Based Language Teaching was developed under the following class procedures: students were firstly exposed to the fan literature during the Pre-Task phase and then given the opportunity to write their own fan fiction, which constitutes the Task phase. Lastly, through this activity, it was possible to evidence that students were able to use the language in a more meaningful way.Downloads
References
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