Literature as a Linguistic Tool: The Case of Mary Shelley's Frankenstein

This paper explores the pedagogical value of incorporating literature into English language teaching, with a particular focus on the use of literary texts to enhance linguistic competence. The theoretical framework examines the efficacy of literature as a tool for language acquisition, drawing on the principles of communicative language teaching (CLT) and task-based learning (TBL). The central argument posits that literary texts, such as novels and short stories, provide rich, authentic linguistic input that can stimulate students’ cognitive and emotional engagement, promoting deeper understanding of vocabulary, grammar, and idiomatic expressions. Literature, by offering complex syntactic structures and diverse linguistic registers, not only enhances reading comprehension but also fosters critical thinking and interpretive skills, which are essential for advanced language learners. Additionally, it creates opportunities for contextualized language practice, encouraging learners to engage with cultural nuances and thematic elements that go beyond mere language mechanics. In the practical section, the paper presents a targeted teaching activity centered on an excerpt from Frankenstein by Mary Shelley. This activity specifically aims to enhance learners' vocabulary and deepen their understanding of linguistic and stylistic elements within the text. Through close reading, students engage with the passage’s rich descriptive language and intricate sentence structures, fostering both vocabulary acquisition and stylistic analysis. The selected excerpt serves as a catalyst for developing learners’ inferencing skills, enabling them to decipher nuanced meanings and appreciate the text’s moral complexities. Structured tasks, including vocabulary mapping to explore contextual meanings, guided discussions to analyze stylistic choices, and creative writing prompts that encourage the application of new vocabulary, are employed to connect the linguistic features of the text to real-life communicative functions. By utilizing this literary excerpt, the activity demonstrates how literature not only enriches vocabulary but also cultivates a sophisticated understanding of language use, thereby reinforcing the theoretical claims regarding the significant role of literature in the English language classroom.