THE ROLE OF ENGLISH CLASSIC LITERATURE IN SHAPING CRITICAL THINKING AND ANALYTICAL SKILLS OF TEENAGERS
Abstract
English classic literature serves as a profound tool for intellectual and emotional development, especially for teenagers. This study examines how classic texts foster critical thinking and analytical skills, offering insights into human nature, morality, and cultural nuances. Through a mixed-methods approach, including interviews with educators and a survey among students and faculty, this research explores the impact of integrating classic literature into educational practices. Findings reveal that texts like Pride and Prejudice and 1984 not only enhance linguistic and analytical abilities but also encourage reflection on contemporary societal issues. Despite challenges such as linguistic complexity, educators report that guided activities and contextual teaching make these texts accessible and engaging. The study concludes by advocating for the continued inclusion of classic literature in curricula to equip learners with the cognitive tools necessary for navigating a complex world, suggesting further exploration into interdisciplinary and technology-enhanced approaches.References
1. Ahmad Shukri, A. (2021) ‘Enhancing critical thinking through English classic literature: A pedagogical approach’, Journal of Language and Education Research, 10(3), pp. 56–78.
2. Bobkina, J. and Stefanova, S. (2012) ‘Literature and critical thinking in the EFL classroom’, Procedia - Social and Behavioral Sciences, 46, pp. 1687–1691.
3. Brumfit, C.J. and Carter, R.A. (1986) Literature and Language Teaching. Oxford: Oxford University Press.
4. Collie, J. and Slater, S. (1987) Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press.
5. Dhanapal, S. (2008) ‘Integrating literature and interdisciplinary studies to foster critical thinking’, Language Teaching and Research Journal, 12(4), pp. 244–260.
6. Duff, A. and Maley, A. (1990) Literature. Oxford: Oxford University Press.
7. Hall, G. (2015) Literature in Language Education. 2nd edn. London: Palgrave Macmillan.
8. Kramsch, C. (1993) Context and Culture in Language Teaching. Oxford: Oxford University Press.
9. Lazar, G. (1993) ‘Literature and Language Teaching: A Guide for Teachers and Trainers’, ELT Journal, 47(1), pp. 17–24.
10. McRae, J. (1991) ‘Literature with a Small "l"’, ELT Journal, 45(1), pp. 68–74.
11. Van, T.T.M. (2009) ‘The relevance of literary analysis in developing reasoning skills’, Journal of Education and Practice, 7(2), pp. 45–53.
12. Yang, Y., Chen, D. and Xiao, L. (2007) ‘Fostering critical thinking through online discussions of classic literature’, Computers and Education, 49(4), pp. 1139–1152.
