The Effectiveness of Literary Genres (Drama and Narrative) on Memorization and Cognitive Reserve: The Case of Oral Production Competence in the French Language Class

Document Type : Original Article

Authors

1 PhD. Student, Department of French Language, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor, Department of French Language, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

Abstract

Introduction
The importance of memory enhancement in language learning is often overlooked in educational resources, despite its crucial role in the foreign language acquisition process. Different literary genres offer unique benefits in improving retention and cognitive reserve, with each genre stimulating different parts of the brain. This research focuses on the potential of dramatic literature (French) as a valuable educational tool to aid in the memorization of vocabulary and phrases during French language learning. By exploring the relationship between memory and literature, this study aims to highlight the benefits of incorporating dramatic literature into language education to enhance learning outcomes.
Background of the Study
In a series of research articles, various approaches to teaching foreign languages, specifically French, have been explored. Shobeiry (2020) delves into the use of literature in language instruction, emphasizing task-based teaching methods to enhance students' understanding of cultural and social aspects through literary texts. Mohammadi and colleagues (2017) compare the neurocognitive linguistic approach with traditional methods in teaching French in Iran, highlighting the effectiveness of the former in improving oral expression skills. Ghashmardi (2017) discusses the importance of cognitive neuroscience in language teaching, suggesting that it can serve as a theoretical basis for cognitive learning and contribute to the development of effective teaching methods. Collectively, these studies shed light on innovative approaches to language instruction that aim to enhance students' language skills and cultural understanding.
Methodology
The research aimed to determine the effectiveness of using drama versus narrative in improving memorization and cognitive reserve in students during conversation. The study involved 54 third-semester French language students with an A1 language level, divided into a control group (narrative) and an experimental group (drama). The Vocabulary Knowledge Scale (VKS) was used to measure cognitive reserve and word recall, focusing on sentences and phrases. The research method was descriptive-analytical, with the goal of proving the superiority of dramatic literature in enhancing learning outcomes compared to narrative literature.
Conclusion
The study examined the assumptions of the variance analysis in Table 6, which revealed that the drama group had a higher average in the post-test compared to the narrative group. The results of the covariance analysis in Table 7 further supported this finding, showing a significant difference between the two groups in the post-test after accounting for the pre-test. The main goal of the research was thus achieved, demonstrating the effectiveness of the drama group in comparison to the narrative group.

Keywords

References

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Critical Language and Literary studies
Volume 21, Issue 33 - Serial Number 10
November 2024
Pages 259-282

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