THE INTELLIGIBILITY OF LEARNING SITUATIONS IN THE PROCESS OF THE DISCURSIVE APPROACH OF THE LITERARY TEXT IN THE ENGLISH CLASSROOM

This paper provides some methodological reflections on the discursive specificity of the literary text. Through the discursive approach of the literary text we exploit the conditions of the literary communication focusing on the communicative, situational, textual and intra-textual instances. We point out the potentiality of the learning situations in the process of the development of the communiicative competence on the basis of the literary text.

The didactic approach of the English teaching-learning process covers as well the study of literary texts as an authentic document. During a long period of time the literary texts have been exploited exhaustively in the English classroom through different approaches. Their formative valences, namely, their artistic and imagery value contribute to the development of the English language. They have become the Didactics' favourites as they propose a large spectrum of competences formation [1].
The process of working with the literary text may generate great results if there is present the pedagogical intervention combined with the learners' motivation. The act of interpreting literary texts requires the use of appropriate teaching methods, strategies as well as new opportunities for creating a good learning partnership.
There is a diversity of techniques and it is up to the teacher to choose the techniques INTERNATIONAL SCIENTIFIC DISCUSSION: PROBLEMS, TASKS AND PROSPECTS 38 which will facilitate best the learners' comprehension and interpretation of the text.
The wrong approach of treating the literary text can prevent the learner from deciphering the text meaning [2].
In this regard, the teacher is responsible for the use of formative methods which valorize active contents and learning activities. It is recommendable that these activities used in the English classrooms should train learners to develop their abilities to explore, analyse, create visions and solutions [3].
We should state that the efficiency of the educational act depends on the teacher's skills in conjugating the methodology with the objectives and outcomes, the content and the form of organizing the educational process. Here, we must mention the attitudes created and the relations established between the teacher and his/her students, as well as the relations between the learners [4].
The literary text generates meanings which are relevant to the learner's experience and knowledge. The way of discovering the text message is prepared by the teacher through interactive tasks and thinking operations [5].
These operations can be: comparison, classification, matching, analysis, anticipation, correction, elaboration, communication. In terms of teaching the literary text, we can note that there is no particular methodology recommended by the English Didactics [6]. -the means used to achieve the objectives (teacher and student's actions, contents, teaching materials, methods, forms of activity, etc.); results (completion).
These three elements are influenced by the activities realized both inside and outside the classroom.
As a rule, a learning situation represents a situation which underlines a conflict or problem that causes the necessity to search for a solution with the teachers' help.
In the learning situation, knowledge is always rendered by the verb to know, and skills by the verb to do. Any learning situation is achieved through action-based learning tasks [7].
We should take into account that a learning situation is structured in three stages: -Preparation for learning: the learner is provided with the information he/she would prepare for solving the learning task. He should understand the reason of doing a certain task. The identifying question for this stage is What to teach? -Realization of the task: the teacher gives the task and guides the learner in the process of the task completion. At this stage we deal with the question How to teach?
-Transfer of learning to other situations: The teacher proposes other learning situations which may help the learners reinvent what they have learned.
Knowledge transfer represents the implementation of knowledge into practice.
It is the stage when learners have to use the acquired knowledge ( Figure 1).

Fig. 1. The elements of a learning situation [8]
The scheme portrayed above highlights the internal conditions (motives, learning mechanisms, motivation, interests, abilities) and the external conditions (the pedagogical interventiona set of methods, strategies, content and material, teaching aids) [9].
However, it is not the learning situation which increases the efficiency of the learning act, it's just the action undertaken by the learners that educates them. For the discursive component, it is necessary to identify the strategies applied through learning tasks appropriate to the established goal. The teacher has to provide a wide range of teaching methods and procedures that prioritize the development of the following competences: linguistic, sociolinguistic, pragmatic and multi (cultural) in terms of making the learner communicate as effectively as possible in a foreign language [10].
As for the discursive competence, learners have to deal with materials and tasks oriented to the development of coherence and cohesion, correctness and precision in the messages. They will be involved in activities of reception, mediation and production. Mediation activities refer to the interpretation (oral) and translation (written), as well as the paraphrase or reformulation of texts in the same language when there appear comprehension barriers. They allow the learner to adapt notions and conceptions to the social reality of the text.
It should be taken into account that while analysing a literary text, it is important to point out the author's values, intentions, motivations and relate them, in a way, to life experience [11].
The discursive analysis of the literary text reveals the way the narrator and the reader build an argument which may fit into larger social practices. Through the discursive approach we can observe the means or methodes chosen to communicate and disclose truths, intentions, beliefs, suppositions, beliefs.
In the respective approach, a major role is assigned to the notion of discourse.
Discourse is how it is said and read, and the contexts in which language is used and processed, both immediate, linguistically, and in broader social and cultural terms, explain how meanings appear between the language users. These contexts are very often educational. They contribute to the construction of meanings and images, values and attitudes [12].
In this regard, we'll offer some communicative tasks based on a passage from the novel Great Gatsby by F. Scott Fitzgerald. The activities reflect the peculiarities of the society and culture, which is a specificity of the discursive approach of the literary text.
At the Pre-Task stage we can do pre-readings, explore paratextual elements and make predictions on the text. In order to facilitate the learners' involvement in the process of identifying the social and cultural references of the text we can elaborate tasks such as:  An effective tool to explore the literary discursivenes is the Case Study task.
Such tasks make the learners interpret social realities rendered by the text. The learning situations, either through case-study tasks, role-play activities, projects, consitute the right tools in the process of analysing a literary text. Until recently, literary texts were used in English classes to study grammar, to write a summary, to characterize the characters or just to make a plot analysis. But, nowadays, the text is considered to be an authentic material in the educational process and it is addressed through different approaches. We are more interested in reconciling language and literary text, since the latter contains the expression of a language, a mentality, a culture and a civilization. The unity of Language and Text encourages the competences' enrichment, the forms of the English teaching as a foreign language.

Examples of suggested situations
In conclusion we state that the teachers should guide the learners' training.
Their role is to light their training paths with the help of suitable learning situations which are supposed to make the teaching/learning process more intelligent, open to new opportunities and horizons.