Microstrategies for Enhancing Literary and Communicative Competence in English Literary Studies

Abstract

It is high time that the world of L2 teaching avoids any one particular method or approach and instead focuses not on learners but on learning. Over a quarter of a century ago, a loud proclamation was made that there was no best method. This was followed by an assertion that it was an era of post-method pedagogy in L2 teaching. This paper shares some microstrategies that can be used to develop the literary and communicative competence of students studying English literature. These microstrategies are based on the premise that while there may be certain basic guidelines to nurture a child, every parent would have their own style and strategy to rear a child. Similarly, language teaching in the post-method era also follows a similar premise. The teacher can be well-versed in the pros and cons of each method, but at the end of the day, every teacher works out a strategy to help learners achieve their goals.