LITERATURE AFFILIATION IN A FUTO EXPERIMENT CLASSROOM BASED ON LANGUAGE TASKS

Abstract

This research paper analyzed the use of literary texts in the taskbased constructive method of language instruction. In contrast to traditional methods of education, which prioritize the teacher's control of the classroom and the promotion of memorization, the theory of constructivist language learning emphasizes the importance of placing the learner at the center of the learning process through the use of meaningful tasks. With the help of the teacher-facilitator, the student in a constructivist learning environment makes their discoveries about the target language as they carry out specific tasks. This paper aimed to investigate the Federal University of Technology, Owerri's (FUTO) adoption of literary texts rather than singularly constructed sentences for language tasks in the course Use of English. The paper focused on two aspects of language: descriptive writing and textual coherence. Literature texts were found to be more engaging and challenging for students because they were more similar to accurate data than de-contextualized constructed sentences. The paper advocates for the increased use of literature and other texts based on actual or nearly real-life situations in task-based learning.