Abstract—A review of the current contents found in many EFL course textbooks would reveal a marked lack of concern for a learner’s imaginative engagement with the target language. Language learning remains a rather one-dimensional learning achievement. Contemporary language learning techniques emphasize a mastery of four principal skills (reading, writing, listening, and speaking), but seemingly overshadow a student’s relative ability to think, create, and reflect expressively through such language learning. From the perspective of meaning construction, the ignorance of the connotative aspects of representational language will have learners lose the discourse opportunity to hypothesize, defend opinions, elaborate, and speak beyond words and phrases. The study has claimed that representational texts should be introduced in the language classroom so that the learner’s imagination can be called into play, and awareness that judgment and response are part of language development can be strengthened.
Index Terms—English language learning, imagination, representational texts.
Ling-Jung Huang is with the Department of Applied English, Chia Nan University of Pharmacy and Science, Tainan, Taiwan (e-mail: firstname.lastname@example.org )
Cite: Ling-Jung Huang, "Representational Texts as an Essential Medium for English Learning," International Journal of Social Science and Humanity vol. 2, no. 6, pp. 462-464, 2012.