An Overview of Culture to teach EFL through Using Folk Literature: A Sample Case of Nasreddin Hodja

Abstract

Folk literature consists of cultural input which is an integrated part of L2 teaching. Traditional literature provides many advantages such as those L2 learners will be better motivated to read cultural familiar stories, and that instructors will better focus on already known vocabulary and cultural implications in the first language (L1). In this perspective, traditional Turkish literature in the stories of Nasreddin Hodja, a ubiquitous cultural figure whose anecdotes are invoked with remarkable frequency by authors, speakers, and people-in-the street alike, has been selected to illustrate how to adjust the cultural requirements of EFL students at various levels

Keywords: Cultural awareness, traditional Nasreddin Hodja’s stories; folk literature; skills development