Revisiting Quotes from Educational Perspective: An Inquiry into the Multifarious Applications of Grand Quotes in English Language Pedagogy

The purpose of this study is to inquire into the chances of incorporating world­appreciated quotes into EFL teaching/learning material components. One good way to accommodate various student learning styles ( auditory, visual, tactile, kinaesthetic, etc.), to add fun-raising tenets to the class procedure, and above all to resurrect ethics in teaching craft, especially ELT, and at the same time accommodate all the skills and subskills ofleaming a foreign language, namely, listening, speaking, reading, writing, vocabulary and translation, is the use of world-known quotations by great women and men in different domains of knowledge. The researcher has contrived a model of task-based pedagogy (in the form of micro-lessons) through library and experimental study via qualitative-oriented questionnaire and observation. The original idea was driven by the hunch bolstered by years of related teaching. The second nature but primary cause of this study has been the ethic components that every world quote is inherently loaded with to convey maximal message through minimal stretch. Quotations are there to adorn, awaken, allude, motivate, and satirize the subject matters. This vastness of usage alone is a rich mine to be uncovered and explored with respect to the educational exigencies of the modem-day world; minimalism and immediacy ofleaming. Within a time-span of 10 sessions of 10 topics, the researcher in the persona of a teacher incorporated a bulk of well-quoted quotes in a conversation-geared Thematic Vocabulary class of 18 students selected only for this purpose in a Tehran-based institute. The themes that were studied are: Spirituality, Change, Leaming, Beauty, Freedom, Time, Nature, Creativity, Traveling, and Work.