/Pg 30 0 R /CropBox [0 0 595.22 842] /P 11 0 R >> 589 0 obj /Pg 26 0 R Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. /A 840 0 R >> /TT1 802 0 R 711 0 obj endobj >> << >> 776 0 obj << /P 979 0 R >> << << /K 8 /A 913 0 R /Pg 30 0 R 328 0 R 329 0 R 330 0 R 331 0 R 332 0 R 333 0 R 334 0 R 335 0 R 336 0 R 337 0 R 485 0 obj >> /A 912 0 R endobj /S /Body#20Text endobj endobj /A 992 0 R 524 0 obj endobj /TT0 801 0 R << << >> >> /Contents 824 0 R << << The study was anchored on the concept that successful literature teaching requires the use of different approaches and classroom activities or strategies. /K 6 /K 59 >> /S /Normal /Pg 30 0 R /P 11 0 R /A 840 0 R >> 270 0 obj /K 26 endobj /P 1065 0 R endobj /Contents 822 0 R endobj /P 11 0 R << 640 0 obj << 112 0 obj /A 977 0 R 442 0 obj /P 11 0 R >> >> 355 0 obj 39 0 obj 2. /P 1172 0 R /P 934 0 R 238 0 obj /S /Normal endobj Tap here to review the details. Download now of 18 Approaches to Teaching Literature Overview Methods must: show how language, literature and composition are inseparable show how teachers can teach them in a logical organized manner show the necessity and means of skills instruction (spelling, vocabulary, reading, library, dictionary skills) Overview Methods must: << /Pg 29 0 R /P 936 0 R /Pg 23 0 R /P 1240 0 R /S /Normal /K 39 << /K 100 /K 0 >> /K 0 << /Pg 23 0 R /Pg 22 0 R 58 0 obj /S /Normal /Pg 22 0 R /P 1174 0 R endobj /Pg 22 0 R come to actualities 623 0 obj /Properties << /MediaBox [0 0 595.22 842] 488 0 obj /Pg 29 0 R /K [6 911 0 R] endobj << >> /MC0 807 0 R >> /K 68 460 0 obj /Pg 26 0 R /Pg 23 0 R >> 269 0 obj 64 0 obj /Properties << >> /P 843 0 R endobj /S /Body#20Text 566 0 obj >> /K 2 171 0 obj >> endobj . /K 92 /S /Normal endobj 17 [255 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R] /A 905 0 R /Contents 827 0 R /Pg 26 0 R 620 0 obj /A 1034 0 R /K 56 >> 646 0 obj /K 39 << /Font << endobj 675 0 obj << 767 0 R] << >> /S /Normal /K [8 855 0 R] << /K 21 /S /Normal /S /Normal These models have been incorporated in various approaches in the teaching of literature. /Pg 25 0 R >> >> >> 387 0 obj /A 1016 0 R 308 0 R 309 0 R 310 0 R 311 0 R 312 0 R 313 0 R 314 0 R 315 0 R 316 0 R 317 0 R /P 1218 0 R 582 0 obj /K 8 /K 11 /S /Body#20Text /S /Normal >> >> endobj /Type /Page >> >> endobj << /S /Normal /P 11 0 R /Pg 29 0 R /S /Normal 321 0 obj /Resources << /P 11 0 R /S /Body#20Text << /Pg 36 0 R /S /Normal /P 11 0 R /A 915 0 R /P 11 0 R << 750 0 obj endobj /Pg 30 0 R ABSTRACT This study aims to investigate the perception of engineering students on the inclusion of literary texts in their English language programme for the purpose of developing their appreciation for reading. endobj /A 1038 0 R /K 14 /TT0 801 0 R >> /A 840 0 R << << 543 0 obj 632 0 R 633 0 R 634 0 R 635 0 R 636 0 R 637 0 R 638 0 R 639 0 R 640 0 R 641 0 R /S /Normal /P 921 0 R /A 1034 0 R /P 11 0 R endobj /K 17 /Pg 25 0 R 110 0 obj endobj /S /Body#20Text /Pg 23 0 R 676 0 obj 30 0 obj << /S /Normal /Pg 29 0 R /P 1196 0 R >> /P 1073 0 R /A 840 0 R /A 912 0 R /S /Normal >> << endobj /K 6 /A 1038 0 R /P 11 0 R >> 706 0 obj 468 0 obj /P 1192 0 R /P 1039 0 R /A 840 0 R >> /P 11 0 R /P 11 0 R << 475 0 obj 584 0 obj /S /Body#20Text /P 11 0 R /P 11 0 R /ProcSet [/PDF /Text] /Pg 25 0 R /K 37 /K 7 302 0 obj /K 59 /Pg 23 0 R endobj /K [6 888 0 R] 84 0 obj << /A 912 0 R /K 38 /Pg 20 0 R /S /Normal << /K 103 /A 912 0 R /S /Normal /P 11 0 R endobj endobj /S /Normal >> 739 0 obj /K 10 /Pg 22 0 R >> << /A 918 0 R /A 1016 0 R /P 1229 0 R 766 0 obj /S /Body#20Text 610 0 obj /A 1016 0 R /Pg 26 0 R /K 3 /P 11 0 R endobj /K 14 /P 1041 0 R /K 34 endobj /P 234 0 R << /S /Normal endobj endobj /Pg 24 0 R /A 842 0 R 368 0 R 369 0 R 370 0 R 371 0 R 372 0 R 373 0 R 374 0 R 375 0 R 376 0 R 377 0 R >> << >> >> 720 0 obj >> 563 0 obj /A 840 0 R /Pg 30 0 R /S /Normal /A 889 0 R /K 70 689 0 obj /K 16 << /P 11 0 R /S /Body#20Text 537 0 obj /A 840 0 R /Pg 24 0 R endobj endobj 482 0 obj << /A 927 0 R stream /A 977 0 R /MediaBox [0 0 595.22 842] /Pg 24 0 R >> Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. /TT1 803 0 R endobj << /K 1 >> /K 4 << 58 0 R 59 0 R 60 0 R] /A 840 0 R /P 11 0 R /K 10 >> /Pg 23 0 R 569 0 obj >> /K 7 /P 1194 0 R /MediaBox [0 0 595.22 842] /Pg 30 0 R >> /S /Normal /A 912 0 R 672 0 R 673 0 R 674 0 R 675 0 R 676 0 R 677 0 R 678 0 R 679 0 R 680 0 R 157 0 R >> /A 840 0 R /K 31 /GS0 808 0 R 133 0 obj /S /Body#20Text /S /Normal /S /Normal /Pg 25 0 R >> /A 924 0 R /Pg 31 0 R /A 1034 0 R /S /Normal << /A 912 0 R /P 236 0 R /Pg 25 0 R endobj >> endobj /Pg 24 0 R /Rotate 0 endobj /A 1018 0 R /Pg 29 0 R endobj /Pg 25 0 R << endobj /K 15 /TT1 803 0 R endobj /K 26 /K 43 >> << /Pg 21 0 R << /Pg 26 0 R /K 51 /A 838 0 R /Pg 22 0 R endobj >> endobj /P 967 0 R /K 42 /P 11 0 R /S /Normal endobj >> /A 1016 0 R /K 3 The Effect of Teaching Literature on Learning English Language: A Study on EFS (English as a Foreign Students) and EFL Classes, READER RESPONSE THEORY: LINK TO YOUNG ADULTS, Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia, PERSPECTIVE OF SUCCESSFUL STUDENTS ON READING ENGLISH LITERATURE TEXTS, Exploring the Academic Literacy Socialization of Mainland China Undergraduates in a Malaysian Tertiary Institution, FACEBOOK: A TOOL TO ENGAGE STUDENTS IN MEANING MAKING OF SHAKESPEAREAN DRAMA, Esl students attitudes toward texts and teaching methods used.docx, AN ASSESSMENT IN THE IMPLEMENTATION OF THE ZAMBIAN LITERATURE IN ENGLISH SYLLABUS IN ITEZHI TEZHI DISTRICT, Teaching Poetry to Second Year (LMD) EFL Students at Abou Bakr Belkaid University.Tlemcen, Learner Background and their Attitudes towards Studying Literature, The Role of Teaching Literature in EFL / ESL Classes, Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review, Learning Conditions for Incidental Vocabulary Acquisition in L1 and L2, Literature circles as a facilitator to promote composition process: A voice from tertiary EFL students, Connecting Linkin Park and Good Charlotte to ESL Learners, Approaches and Strategies in Teaching Philippine Literature Employed by Instructors, Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia, The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature, ESL Trainee Teachers Approaches and Activities in Teaching Literature: Usage, Factors and Confidence, Approaches in Teaching Literature Employed by Senior High School Teachers, IOER International Multidisciplinary Research Journal ( IIMRJ), Literary Texts Selection for Malaysian Lower Secondary Schools in Perak, LITERATURE METHOD A COURSE TEXT CLEMENT GOWON OMACHONU, Popular Approaches to the Teaching of English Literature in Selected Malaysian Secondary Schools, CURATING THE METHODS AND APPROACHES OF TEACHING ENGLISH LITERATURE TO ADULTS, Information & Communication Technology (ICT) Tools in Teaching and Learning Literature Component in Malaysian Secondary Schools, Computer-Assisted Instruction and Students' Comprehension of a Literary Text, An Investigation on Approaches Used by School Teachers in Teaching the Literature Components in EFL Classrooms/ English for Palestine Case, Readability Analysis of Malaysian Short Stories in English, Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia, Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level. /Pg 17 0 R /A 918 0 R >> /P 11 0 R /StructParents 1 /P 11 0 R /K 4 /A 992 0 R << /S /Normal /K [851 0 R 852 0 R 853 0 R] /ProcSet [/PDF /Text] /ProcSet [/PDF /Text] >> >> /S /Normal /S /Normal /P 939 0 R endobj /K 19 489 0 obj >> << >> /A 912 0 R >> /Pg 31 0 R /K 91 /K 3 << /S /Normal endobj 228 0 obj /K 31 Many /P 11 0 R /P 1131 0 R << /A 1034 0 R endstream endobj startxref >> << >> /Pg 23 0 R >> /Pg 23 0 R 422 0 obj /Pg 29 0 R << /P 11 0 R /P 11 0 R Activate your 30 day free trialto unlock unlimited reading. endobj << /Pg 22 0 R 642 0 R 643 0 R 644 0 R 645 0 R 646 0 R 647 0 R 648 0 R 649 0 R 650 0 R 651 0 R /Type /Page 188 0 R 189 0 R 190 0 R 191 0 R 192 0 R 193 0 R 194 0 R 195 0 R 196 0 R 197 0 R << endobj /A 977 0 R /A 912 0 R /S /Normal endobj endobj /K 75 20 790 0 R 21 [310 0 R 311 0 R 312 0 R 313 0 R 314 0 R 315 0 R 316 0 R 317 0 R 318 0 R 319 0 R /A 840 0 R >> 310 0 obj /MediaBox [0 0 595.22 842] >> >> << >> /K 18 /Pg 22 0 R /K 67 /Font << /S /Normal 2008-04-23T09:30:15+08:00 /Pg 22 0 R /A 918 0 R 737 0 obj /Pg 35 0 R 753 0 obj >> >> endobj /S /Normal >> >> /Pg 29 0 R 688 0 obj /P 11 0 R /P 11 0 R /S /Normal /S /Normal to be used when we /A 839 0 R /A 1038 0 R /Resources << endobj /Pg 29 0 R << endobj /Pg 17 0 R /A 840 0 R >> /S /Normal >> 359 0 obj Abstract. 181 0 obj /StructParents 21 /Pg 20 0 R /K 51 endobj /Font << /S /Normal /S /Body#20Text 648 0 obj << A Stylistic Approach to Teaching Literature at the College Level 337 Thus, the stylistic approach establishes the stylistic character of the text, as a result of which 'stylistic method of analyzing the text and metalanguage used for the purpose become more powerful, precise and brighter in many respects than we do in the traditional frame'. >> /S /Normal /A 1018 0 R << /A 1034 0 R endobj /Pg 27 0 R << /S /Body#20Text /K 9 /S /Normal /A 839 0 R Keywords: teaching literature, approaches in teaching, new normal, learning activities, 21st century learners 1. >> /K 11 << << 159 0 obj /Count 10 /S /Normal /A 927 0 R /TT0 801 0 R /Pg 18 0 R /S /Normal << /Parent 8 0 R /Pg 29 0 R /P 1045 0 R /P 11 0 R /S /Normal /Pg 33 0 R /K 86 /P 933 0 R /A 839 0 R /Pg 24 0 R /ProcSet [/PDF /Text] >> /ExtGState << /Pg 30 0 R /P 953 0 R /P 11 0 R 681 0 obj /K 23 endobj /P 969 0 R endobj . teaching of English literature in the classroom, covering different genres of English literature mainly poetry, prose and drama, by judicially utilizing the innovative approach of ICT to enable the teaching process of English literature more interesting, more energetic and more lively and that too with less efforts on the parts of teachers to endobj /Pg 35 0 R /K 3 /P 1202 0 R << >> /A 992 0 R /K 11 593 0 obj /S /Body#20Text endobj /P 993 0 R /P 11 0 R << << endobj /K 33 /K 3 /Pg 21 0 R /Nums [0 [38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R >> /P 11 0 R /ExtGState << 760 0 obj endobj /K 15 363 0 obj /K 34 329 0 obj /K 7 << /S /Normal Weblogging enabled students to publish and post comments on either the wall or the forum section of the blog for a meaningful and interactive blog interface. /Pg 24 0 R 35 0 obj 105 0 obj /S /Body#20Text /Pg 15 0 R /Type /Pages /P 259 0 R /K 93 linguistic and experiential knowledge of the The use of many approaches and strategies is students through understanding the socio- paramount since the course design leads to the cultural aspects endobj /S /Normal /S /Normal /TT0 801 0 R /S /Normal endobj endobj three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Information-based Approach and Language-based Approach. /S /Normal /A 839 0 R /Pg 23 0 R As a popular Web 2.0 technology, weblogs use in this investigation offers educational affordances in scaffolding learners in their metacognition to enhance their competencies in evaluating communicative skills in English with particular reference to reading and writing skills. Paraphrastic approach is primarily paraphrasing and rewording the text to simpler language or use other languages to translate it. /A 915 0 R /GS0 808 0 R The role of English as a lingua franca in the affairs of the worlds nations is currently unquestioned. /A 915 0 R /K 22 /S /Normal /A 885 0 R >> /P 11 0 R 508 0 obj /StructParents 16 /Type /Page >> /K 17 The multi-faceted character of this role not only facilitates wider communication in a variety of fields and their constituent workplace contexts but also serves as a source of identity and cultural expression among speakers of other languages. << This Teaching English Literature , as one of the most enthusiastic sellers here will agreed be in the midst of the best options to review. endobj /S /Link /K 11 /Pg 29 0 R endobj /P 11 0 R /P 11 0 R /Pg 15 0 R /A 977 0 R endobj /Pg 29 0 R /TT1 803 0 R /A 839 0 R << /P 11 0 R /Pages 3 0 R endobj endobj /Contents 833 0 R /K 19 /Pg 19 0 R /A 838 0 R /S /Normal >> /A 915 0 R /S /Normal >> /TT0 801 0 R endobj >> endobj /S /Normal /P 948 0 R endobj /K 5 >> endobj /A 912 0 R /P 989 0 R /A 915 0 R /K 15 /A 839 0 R /P 5 0 R /P 1181 0 R 376 0 obj << /A 912 0 R << 334 0 obj /A 1038 0 R endobj 499 0 obj << 365 0 obj /S /Normal /S /Normal endobj 312 0 obj >> /TOF /TOC /K 23 /Pg 17 0 R << << >> << /Pg 25 0 R << >> /P 1082 0 R /Pg 22 0 R /K 12 /A 912 0 R >> /A 1038 0 R Paraphrastic approach surface meaning of text paraphrase , re-word the story in simpler language translating it into another language beginners of target language 6. moral-philosophical approach read a particular literary text search for moral values awareness of values assist students to understand themes in future readings. /Pg 18 0 R /K 25 /P 985 0 R 682 0 obj << /A 1016 0 R 88 0 R 89 0 R 90 0 R 91 0 R 92 0 R 93 0 R 94 0 R 95 0 R 96 0 R 97 0 R /K 66 /S /Normal /Font << endobj /K 52 >> /A 1038 0 R /S /Normal << /S /Normal 25 0 obj /K 27 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R 155 0 R 156 0 R 157 0 R endobj 101 0 obj >> 3. endobj << << /K 27 /K 2 /K 19 652 0 obj /P 11 0 R /A 840 0 R /S /Normal >> << /P 1047 0 R /A 840 0 R /Pg 22 0 R << 215 0 R] /P 851 0 R 431 0 obj /S /Normal >> /Pg 16 0 R /P 1096 0 R >> endobj /A 1034 0 R /P 1004 0 R /A 1034 0 R /S /Body#20Text /S /Normal 53 0 obj /K 13 /S /Normal /Pg 34 0 R 72 0 obj << /K 13 /K 40 /P 975 0 R /P 11 0 R >> >> /Pg 30 0 R /Pg 29 0 R hb```f``d`a`dd@ Ar, s^v7tJVt.aB.'k31vLb`]}]}!9@rH1! /P 11 0 R /K 32 >> /A 1026 0 R 152 0 obj << /Rotate 0 endobj >> >> /A 840 0 R /TT0 801 0 R /K 4 >> /A 881 0 R /A 840 0 R << endobj >> << endstream endobj startxref /S /Normal 86 0 obj 128 0 obj /Pg 22 0 R /Body#20Text#20Indent /P /S /Normal /S /Normal /Pg 20 0 R By naming and describing the three approaches, I provide teachers with a conceptual framework for teaching poetry writing. /CropBox [0 0 595.22 842] >> << 8 [139 0 R 140 0 R 491 0 R 492 0 R 493 0 R 494 0 R 495 0 R 496 0 R 497 0 R 498 0 R << /P 11 0 R 645 0 obj /K 21 /K 2 /Pg 17 0 R << /S /Normal /Rotate 0 /S /Normal << /Pg 35 0 R 510 0 obj /P 1157 0 R /Subscript /Span /Pg 29 0 R /K 15 /Pg 17 0 R << /MarkInfo << << >> /K 44 /Pg 36 0 R /S /Body#20Text >> Enter the email address you signed up with and we'll email you a reset link. /S /Normal /K 64 91 0 obj endobj << /S /Normal /Pg 21 0 R /S /Body#20Text Also, literature is often more interesting than the texts found in coursebooks. /K 10 /P 1213 0 R endobj /S /Normal /K 8 >> /Pg 37 0 R /K 44 /K 5 /K 41 >> /Pg 30 0 R /K 23 /A 1224 0 R >> /S /Normal >> /P 1022 0 R /A 840 0 R /A 839 0 R /Pg 20 0 R endobj /S /Normal /S /Normal /K 2 >> /Pg 29 0 R << /S /Body#20Text 462 0 obj /Pg 36 0 R endobj Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. /Pg 17 0 R << Downloads. 341 0 obj >> /P 11 0 R 624 0 obj /P 11 0 R /K 74 /A 893 0 R /K 23 /Pg 16 0 R 500 0 obj /S /Body#20Text#20Indent /S /Normal /Pg 22 0 R 297 0 obj /Pg 35 0 R >> /A 840 0 R It refers toparaphrasing or re-telling the text in a simpler version. /P 11 0 R According to Gilroy-Scott, the authors included in this volume 'share a willingness to take a fresh look at what is involved in the reading and studying of literature and its language'. /A 838 0 R /A 839 0 R /K 15 93 0 obj 480 0 obj /StructParents 13 << /K 30 /P 11 0 R /P 1050 0 R endobj >> User /S /Body#20Text 733 0 obj endobj /P 11 0 R /K 32 /Pg 31 0 R /S /Normal /K [19 858 0 R] /S /Body#20Text /A 1034 0 R /K 9 /GS0 808 0 R /ExtGState << 382 0 obj /Pg 19 0 R /Resources << /A 840 0 R /P 11 0 R /ProcSet [/PDF /Text] /K 38 /Pg 23 0 R << /K 30 /P 1231 0 R /P 11 0 R 525 0 obj /A 1038 0 R /Pg 25 0 R /P 11 0 R 9 0 obj endobj There . >> /ParentTreeNextKey 24 /P 1191 0 R 488 0 R 489 0 R 490 0 R 138 0 R] /S /Normal /S /Normal endobj /K 9 << /P 11 0 R endobj /S /Normal /P 11 0 R /A 867 0 R /CropBox [0 0 595.22 842] endobj /P 11 0 R << /A 840 0 R >> 161 0 obj /P 11 0 R /K 15 /Pg 29 0 R /P 1249 0 R >> /Pg 23 0 R /StructParents 14 /Frame /Div << /A 915 0 R /S /Normal /P 11 0 R /P 949 0 R /Pg 29 0 R >> endobj The topics highlight language and identity, workplace communication, learning science and mathematics in English, community language learning, use of electronic portfolios and forums, academic metadiscourse, the language in literature, acquisition of specific linguistic forms among majority Malay speakers, as well as modelling Malay similes and metaphors in English. >> >> << >> << /K 4 576 0 obj endobj /A 839 0 R /Pg 36 0 R /P 1091 0 R /S /Normal >> /K 17 endobj >> >> /Name (HeaderFooter) /K 6 367 0 obj << endobj /S /Normal /S /Normal >> /K 68 endobj >> /Pg 22 0 R >> /P 11 0 R /Pg 22 0 R 396 0 obj /S /Normal endobj /Pg 24 0 R 5 [90 0 R 91 0 R 92 0 R 93 0 R 94 0 R 95 0 R 96 0 R 97 0 R 98 0 R 99 0 R Likewise, people ask, what is the transactional theory of reading? << TCRWP approach, a curriculum and professional development for teaching reading and writing, is widely used across the country and around the world. /A 912 0 R /Pg 19 0 R 755 0 obj /P 1101 0 R /Resources << /K 891 0 R /A 840 0 R >> Through content analysis of blog postings and commentaries posted, the results revealed that engaging students in interactive weblogging encourages the development of metacognitive knowledge, metacognitive reflection of ones language skills, and metacognitive awareness of Chinese English language learners. hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { 746 0 obj >> /P 1116 0 R /S /Normal >> << 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R] /K 878 0 R endobj /A 918 0 R /P 1247 0 R /A 915 0 R /Pg 25 0 R >> endobj >> endobj /S /Normal endobj endobj /S /Normal /Rotate 0 /S /Normal << >> 109 0 obj /P 11 0 R >> << /S /Normal << 224 0 obj /Pg 22 0 R >> endobj /MC0 807 0 R endobj << 787 0 obj /K 57 << /TT0 801 0 R /Pg 25 0 R /A 838 0 R << /P 1093 0 R /A 839 0 R >> /S /Body#20Text /K 1 /Pg 23 0 R /S /Normal /K 3 548 0 obj << /K 44 /P 976 0 R >> /P 930 0 R endobj << /A 840 0 R /Pg 18 0 R /A 984 0 R endobj /K 22 /A 912 0 R /P 234 0 R endobj /P 933 0 R /Pg 25 0 R /S /Normal 718 0 obj /A 913 0 R >> << endobj /P 1207 0 R /Pg 34 0 R /S /Normal /Pg 33 0 R >> >> /S /Normal >> /Pg 35 0 R /Pg 23 0 R /K 24 /A 840 0 R /A 1016 0 R 248 0 obj /Pg 24 0 R << /S /Body#20Text endobj 160 0 obj /K 26 /Pg 22 0 R << << /A 977 0 R /Pg 24 0 R /S /Normal /P 11 0 R 13 0 obj 23 0 obj endobj /K 56 /K 36 446 0 obj While current techniques can tell if and how frequently a text has been modified, very little work has been done on determining the degree and kind of paraphrastic modificationdespite such information being of substantial interest to scholars. /K 89 endobj << /S /Normal /K 21 >> /P 11 0 R /K 4 >> 507 0 obj /A 1038 0 R endobj /A 839 0 R << << >> /K [8 854 0 R] << /P 11 0 R /Pg 37 0 R << /P 1232 0 R >> /ColorSpace << endobj /TT2 803 0 R that did not adopt the approach. >> endobj /A 918 0 R /Pg 29 0 R Ronald Carter, Michael N. Long. >> 391 0 obj endobj /K 23 705 0 obj /Pg 15 0 R endobj << /A 840 0 R << >> /P 11 0 R << /A 915 0 R /S /Normal endobj /K 40 /Contents 831 0 R >> endobj << The Teaching of Literature Irene Pieper, Johann Wolfgang Goethe-Universitt Frankfurt Intergovernmental Conference Languages of Schooling: towards a Framework for Europe . >> /S /Normal /Type /Page 456 0 obj /A 840 0 R /S /Body#20Text /Pg 22 0 R /P 1244 0 R /Pg 23 0 R /K 1 /P 1148 0 R These verses have been the subject of much debate and controversy among liberal-moderate Bible scholars, with some arguing that they reflect the cultural biases of the KJV translators . /S /Normal >> endobj /K 5 >> /P 11 0 R TEACHING APPROACH. << /K 77 << The SlideShare family just got bigger. 79 0 obj /A 912 0 R /K 12 /Pg 22 0 R 509 0 obj /S /Normal >> /A 918 0 R /S /Body#20Text >> << /Properties << /Pg 34 0 R /MediaBox [0 0 595.22 842] 511 0 obj >> 622 0 R 623 0 R 624 0 R 625 0 R 626 0 R 627 0 R 628 0 R 629 0 R 630 0 R 631 0 R /S /Normal /P 11 0 R >> << 275 0 obj /A 840 0 R /Pg 24 0 R >> /K [24 790 0 R 26] 516 0 obj /A 1038 0 R /A 915 0 R /P 11 0 R /P 1100 0 R /GS0 808 0 R /P 11 0 R endobj /A 839 0 R /A 912 0 R /K 19 430 0 obj endobj /K 11 /S /Normal << /A 857 0 R /P 1156 0 R /P 11 0 R << << /K 4 << /A 840 0 R /P 11 0 R << endobj /S /Body#20Text endobj /P 1079 0 R /A 840 0 R /Pg 22 0 R 190 0 obj Teaching literature overseas: Language-based approaches 8.39 MB. /S /LBody << << /Pg 27 0 R /A 838 0 R /P 1000 0 R << 499 0 R 500 0 R 501 0 R 502 0 R 503 0 R 504 0 R 505 0 R 506 0 R 507 0 R 508 0 R >> 207 0 obj /CS0 [/ICCBased 823 0 R] /K 16 /S /Normal /S /Normal /K 97 There are six types of approaches: (1) Language Based Approach, (2) Paraphrastic Approach, (3) Information Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. /A 1021 0 R 574 0 obj << /S /Normal /Pg 20 0 R /S /Normal /P 259 0 R >> /Pg 37 0 R /K 20 /P 1081 0 R endobj << /MediaBox [0 0 595.22 842] Different models of teaching literature in class There have been different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar). << >> /A 918 0 R /K 43 /K 29 >> Every book that has onenot all dodevelops its theme differently, so organizing your curriculum around . endobj << 100 0 R 101 0 R 102 0 R 103 0 R 104 0 R 105 0 R 106 0 R 107 0 R 108 0 R 109 0 R] << /Pg 17 0 R /S /Normal endobj >> endobj /A 912 0 R >> << /P 11 0 R << >> /S /Normal /K 1 >> endobj >> The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. 93 << /P 11 0 R /S /Normal /S /Normal /P 1146 0 R /MediaBox [0 0 595.22 842] << /S /Normal endobj endobj /P 256 0 R /Pg 25 0 R endobj /TT0 801 0 R >> << /S /TextBox /K 84 /P 1129 0 R endobj >> /Pg 25 0 R endobj /A 1018 0 R 132 0 obj >> /P 939 0 R 338 0 obj /Pg 31 0 R >> 278 0 obj 691 0 obj /Pg 16 0 R 415 0 obj << /S /Normal 393 0 obj >> endobj /K 8 /P 236 0 R 639 0 obj /P 944 0 R /A 1161 0 R 322 0 obj /S /Normal >> /P 1215 0 R /S /Normal /A 840 0 R endobj /K 50 /K 41 204 0 obj endobj 205 0 obj /P 11 0 R >> /Pg 35 0 R << << >> endobj /P 1112 0 R << /MC0 807 0 R 353 0 obj >> << /S /Normal endobj /P 11 0 R 502 0 obj >> >> /S /Body#20Text /A 839 0 R 317 0 obj endobj /K 25 /S /Body#20Text /S /Body#20Text 48 0 obj << << /Rotate 0 << /TT2 802 0 R /Pg 22 0 R /A 918 0 R /A 838 0 R /Type /Page /K 3 endobj /A 840 0 R /Pg 17 0 R 279 0 obj /S /Normal endobj /Pg 24 0 R /P 1222 0 R 213 0 obj 230 0 obj /S /Body#20Text /MC0 807 0 R 189 0 obj endobj << /S /Normal << /A 912 0 R >> /Pg 31 0 R /S /Normal 478 0 obj /A 1038 0 R 501 0 obj << /A 925 0 R /K 19 endobj /Pg 22 0 R 237 0 obj /PieceInfo << /A 1018 0 R 218 0 R 219 0 R 220 0 R 221 0 R 222 0 R 223 0 R 224 0 R 225 0 R 226 0 R 227 0 R /Pg 22 0 R 412 0 obj /Pg 23 0 R /P 11 0 R We've encountered a problem, please try again. /P 256 0 R << /K 30 >> /S /D >> /A 875 0 R >> endobj 627 0 obj endobj /S /Normal /P 1077 0 R /K 59 >> 256 0 obj >> /A 913 0 R >> /K 13 endobj endobj /K 13 /Pg 35 0 R endobj /P 998 0 R /Pg 22 0 R /Resources << /K 7 endobj /A 912 0 R /S /Normal 87 0 obj /ExtGState << 464 0 obj << 721 0 obj 788 0 obj >> 51 0 obj endobj endobj /A 838 0 R 579 0 obj >> /Pg 37 0 R << /A 840 0 R << /S /Normal /Pg 29 0 R /Pg 29 0 R /TT0 801 0 R /OCProperties << >> << /Resources << /Pg 29 0 R /Pg 29 0 R >> 272 0 obj /P 920 0 R 7. >> /Pg 31 0 R /A 922 0 R /K 12 /S /Body#20Text /A 840 0 R /S /Body#20Text 752 0 obj /S /Body#20Text >> << /P 1199 0 R /S /LBody /Pg 24 0 R /Parent 9 0 R The results also suggest that language teachers who are keen to employ the same instructional approach could develop strategies and design classroom activities through the utilization of learning technologies such as weblogs in promoting metacognition among L2 learners. 250 0 obj 356 0 obj 367 0 R] >> /Parent 8 0 R /A 915 0 R >> /K 6 /K 17 /ProcSet [/PDF /Text] endobj >> << endobj /S /Normal /P 11 0 R >> endobj /P 1048 0 R << << /P 11 0 R /S /Shape >> 658 0 obj /A 915 0 R /A 857 0 R /S /Body#20Text /K 81 endobj /S /Body#20Text#20Indent >> /Pg 31 0 R /P 1159 0 R In addressing selected language learning, use and associated issues that are salient to this scenario, the present collection of recent research topics in English language studies brings to the initiated reader a smorgasbord of insights into the linguistic environment of the multicultural microcosm that Malaysia is. /LastModified (D:20080423093025) endobj /P 968 0 R endobj /Pg 25 0 R /P 11 0 R 739 0 R 740 0 R 741 0 R 742 0 R 743 0 R 744 0 R 745 0 R 746 0 R 213 0 R 214 0 R << >> /K 40 /A 912 0 R >> 938 0 obj <>/Filter/FlateDecode/ID[<937A3BF21CBC654086A630662D58DAFA>]/Index[909 59]/Info 908 0 R/Length 134/Prev 785180/Root 910 0 R/Size 968/Type/XRef/W[1 3 1]>>stream >> endobj endobj >> There are various approaches that can be employed in the teaching of literature, namely the informationbased approach, language-based approach, personal response approach, paraphrastic approach, moral-philosophical approach and the stylistics approach. /Pg 29 0 R endobj /A 838 0 R /S /Normal /Pg 23 0 R /Pg 25 0 R >> /P 11 0 R TEACHING APPROACH It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom.An approach is a way of looking at teaching and learning.
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