International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 2
Available Online: 15 June 2024
Author/s:
Gao, Pan
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (471453447@qq.com)
Abstract:
Literature is an integral part of the English major curriculum in China, and it plays a crucial role in the development of students’ language proficiency and cultural awareness. This study aimed to explore the literary genre preferences, text complexity, and appreciation levels among English major students in China, with a focus on Western literature courses. A descriptive approach was used to conduct the research, integrating qualitative analysis with quantitative questionnaires. The study involved 405 students from Guangdong Technology College and Guangdong Vocational and Technical University of Business and Technology in South China who were majoring in business English and Translation. The students ranged in age from sophomores to seniors. A questionnaire consisting of sixty items on a four-level Likert scale was given to the participants to complete. It questioned about their preferences for literary genres, how complex they thought the texts were, and how much they valued Western literature courses. Text complexity, literary genre preferences, and levels of appreciation for western literature were shown to be significantly correlated with each other, according to the results of the NPar and Mann-Whitney tests used to analyze the data for the three variables. In addition, it is reported that there were significant differences between grades and majors in terms of appreciation levels on western literature. Results of the study showed that Chinese English majors have a variety of tastes in literary genres. Furthermore, the study discovered that students’ levels of enjoyment for Western literature courses were strongly influenced by their perceptions of the texts’ complexity. Students who thought the materials were more difficult generally showed less appreciation for the courses, whereas students who thought the texts were easier to understand showed more gratitude. The finding has important ramifications for Chinese English literary instructors. According to the findings, teachers should take into account the vast range of genre preferences of their students and make an effort to include a variety of literary works in their classes. Teachers should also be aware of how difficult the books are thought to be and work to establish a welcoming classroom atmosphere that inspires students to read and enjoy Western literature. Meanwhile, the study’s effects on the field of English literary education are much more widespread. The results emphasize how crucial it is to comprehend students’ tastes and viewpoints when creating interesting and significant literature courses. Hence, this research offers significant understandings of Chinese English major students’ choices for literary genres, text difficulty, and levels of appreciation. The results highlight the need of comprehending the varied inclinations and viewpoints of pupils when creating successful literature classes. For Chinese English majors, teachers may design a more interesting and fulfilling learning environment by considering their preferences and perspectives.
Keywords: literary genre preferences, text complexity, appreciation levels, English major students, Western literature courses
DOI: https://doi.org/10.5861/ijrsll.2024.014
Cite this article:
Gao, P. (2024). Literary genre preferences, text complexity, and appreciation levels on Western literature courses among English major students in China. International Journal of Research Studies in Language Learning, 10(2), 49-64. https://doi.org/10.5861/ijrsll.2024.014