Defamiliarization of Habitualized Texts and Tasks : Applications of Two Russian Formalist Concepts to Language Teaching and Learning

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This paper will examine ways in which two concepts originating in the Russian formalist theory of literature can be used to inform a creative approach to EFL texts and tasks. In this theory, ordinary language is seen as dulling our perception by "habitualizing" it, whereas literature is characterized by its use of devices that "defamiliarize" the world and thereby revitalize perception. "Habitualization", both of input and of output, has long been an area of interest to language teachers, but recent research into language learning and language play has also begun to throw light on the value of creative manipulation of language forms and texts. This paper will describe some of the potential applications of the concept of "defamiliarization" in the language classroom. By controlled exposure to texts and tasks that stimulate learners not only to focus on, but also to create deliberate incongruities in both form and content, the potential of creative language play can be harnessed to draw attention to the techniques of a number of types of non-literary discourse, and to produce motivating class activities. Although the examples given focus mainly on written texts and tasks, suggestions are made as to how defamiliarization can also be relevant to the teaching of other fundamental communicative skills.
2010-11-30