A WHODUNIT IN THE EFL CLASSROOM AS HISTÓRIAS DE DETETIVE NA AULA DE INGLÊS COMO LÍGUA ESTRANGEIRA

In the present article a discussion about the importance of Literature to the English as a foreign language (EFL) learning and teaching process is presented. Some scholars, as McKay (1982), do not agree with the idea of using Literature in teaching EFL, arguing that no meaningful advantages can be harnessed from it. Other linguists perceive Literature as an essential source of materials which could enhance the learning and teaching of the foreign language. The latter view is defended by linguists such as Paran (2008), Malley (2001), Carter and Long (1991). They are unanimous to highlight the benefits Literature can bring to language learning. In fact, using Literature can promote not only a linguistic gain but also a cultural and personal improvement to the learners. Yet, teachers may find it difficult to apply Literature in the English classroom because of lack of material, reluctance of students, time and expertise for planning lessons based on Literature. In order to show how some of these problems can be overcome, a plan of five lessons based on a Sherlock Holmes’s detective story is presented, including a section on the theory of using detective stories.