Poetry in the EFL classroom: moving beyond memorisation and mechanical recitation [Articol]

Abstract

Drawing on a three-dimensional framework for teaching poetry in the EFL classroom, the study attempts to offer guidelines for devising a comprehensive set of activities that move beyond memorisation towards competence- oriented learning. The model integrates the lexical-thematic, visual, and rhythmic- acoustic dimensions of poetry as interconnected pedagogical resources operationalised through sequenced pre-, while-, and post-reading activities. The lexical-thematic dimension supports the selection of poems correlated with curricular topics and facilitates guided interpretation through attention to meaning and figurative language. The visual dimension exploits the formal layout and genre- specific features of poems to scaffold structured and creative writing in a supportive learning environment. The rhythmic-acoustic dimension enhances learners’ phonological awareness and sensitivity to prosody, contributing to more accurate and expressive oral production. Aligning poetry activities with the CEFR communicative competences, the study emphasises poetry as a versatile resource for developing the linguistic, sociolinguistic, and pragmatic competences.