paraphrastic approach in teaching literature

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/K 2 /P 11 0 R << /S /Body#20Text << /A 840 0 R /K 65 /S /Body#20Text /ExtGState << /S /Normal /A 1038 0 R /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) /Type /Page 224 0 obj /A 839 0 R >> << /Pg 32 0 R /PageElement << >> /CropBox [0 0 595.22 842] /K 86 /A 840 0 R /S /Normal endobj /Pg 22 0 R /Creator (Acrobat PDFMaker 7.0 for Word) /A 1006 0 R /K 874 0 R /P 256 0 R 137 0 obj <> /P 11 0 R /A 840 0 R /A 839 0 R Meaning is produced by continuous transaction between the reader and the text, employing the meaning potential of the text and the reader's experiential reservoir. /K 21 /K 861 0 R /S /Normal /S /Normal /A 839 0 R /K [757 0 R 758 0 R 759 0 R 760 0 R 761 0 R 762 0 R] /K 41 >> << /S /Normal 443 0 obj >> /Pg 29 0 R /P 11 0 R /MC0 807 0 R 739 0 obj /K 44 /K 40 /K [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 /A 838 0 R /P 11 0 R or sequence of operations /S /Normal /MediaBox [0 0 595.22 842] /P 1152 0 R /K 40 /A 1016 0 R endobj /S /Normal >> >> >> /S /Link /P 11 0 R endobj >> >> /P 1221 0 R 362 0 obj << /Pg 24 0 R << << /S /Normal /A 912 0 R /Properties << /Pg 26 0 R 130 0 obj /K 5 479 0 obj 51 0 obj /P 11 0 R /P 11 0 R << /Pg 29 0 R /K 90 /K 21 /A 912 0 R endobj /P 257 0 R /P 11 0 R 728 0 obj >> /P 11 0 R /P 1166 0 R Consistent with prior literature on professional development for teaching reading and writing, we . /A 857 0 R endobj /A 912 0 R >> >> endobj /A 912 0 R 158 0 R 159 0 R 681 0 R] /Pg 34 0 R /S /Normal /Type /Pages /S /Normal << << /K 29 /K 16 >> << 752 0 obj /Pg 21 0 R >> It includes the particular choice made by individuals and social groups in their use of language-the use of dialogue , regional accents, people's dilects and the use of grammar. /S /Normal << >> 277 0 obj /Pg 23 0 R >> /P 234 0 R 304 0 obj endobj 0 /RoleMap 13 0 R /A 840 0 R /Pg 34 0 R /Pg 24 0 R /S /Body#20Text#20Indent << /A 869 0 R endobj endobj endobj << /Pg 34 0 R >> /P 11 0 R /P 11 0 R << /StructParents 1 119 0 obj 221 0 obj /S /Body#20Text /A 1034 0 R /P 11 0 R /S /Normal << /K 60 /K 2 /P 942 0 R endobj << >> /Pg 25 0 R teacher s approaches in teaching literature observations web context these models have been incorporated in various approaches in the teaching of literature there are six approaches in the teaching of literature /P 1151 0 R << /S /Normal /TT0 801 0 R >> endobj /A 838 0 R /Pg 24 0 R /Outline /Span /P 1122 0 R << >> << /S /Body#20Text This approach involves rewording, direct translating, or . 780 0 obj >> >> << >> << /Pg 21 0 R /K 97 <> endobj /Pg 23 0 R >> 349 0 obj endobj << >> << /P 939 0 R /P 923 0 R /A 913 0 R /P 1184 0 R /S /Normal << If a teaching item is passed, acknowledge the correct response using the specific teaching statement provided in the instructions and on the Record Form. << endobj >> >> /Pg 22 0 R /Resources << /Pg 37 0 R endobj /Resources << /P 11 0 R /MediaBox [0 0 595.22 842] /K 12 << 427 0 obj 453 0 obj << /A 1038 0 R /K 13 endobj /P 11 0 R /P 11 0 R << endobj /P 11 0 R /A 857 0 R /MediaBox [0 0 595.22 842] /Type /Pages 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 /A 838 0 R /S /Normal >> /P 1155 0 R /K 12 /Pg 25 0 R /A 912 0 R >> /K 7 endobj /K 25 /K 29 /A 912 0 R << /K 14 /S /Body#20Text endobj /Pg 34 0 R /Pg 30 0 R /P 258 0 R /S /Normal /S /Normal 773 0 obj endobj /S /Normal /K 5 122 0 obj /P 11 0 R /A 912 0 R >> /P 11 0 R endobj endobj /P 11 0 R endobj The study was anchored on the concept that successful literature teaching requires the use of different approaches and classroom activities or strategies. /Kids [25 0 R 26 0 R 27 0 R 28 0 R 29 0 R 30 0 R 31 0 R 32 0 R 33 0 R 34 0 R] /K 48 endobj /S /Normal /P 11 0 R /S /Normal /Pg 24 0 R /A 915 0 R << >> /S /Normal /A 915 0 R /P 11 0 R /P 1137 0 R /Pg 24 0 R /Pg 25 0 R << endobj 197 0 obj /K 14 << << endobj /Pg 34 0 R /S /Body#20Text /TOF /TOC /P 11 0 R /TT0 801 0 R 92 0 obj >> /P 11 0 R /P 11 0 R << 0 /TT0 801 0 R /Pg 22 0 R /K 18 /A 840 0 R /P 956 0 R 749 0 obj /P 1264 0 R /Pg 24 0 R /P 1124 0 R /K 69 /S /Normal /S /Normal /MediaBox [0 0 595.22 842] << /S /Normal 706 0 R 707 0 R 708 0 R 709 0 R 710 0 R 711 0 R 712 0 R 713 0 R 714 0 R 715 0 R endobj /S /Normal /A 840 0 R >> /Annots [810 0 R] /StructParents 19 >> /K 53 /Pg 33 0 R /A 840 0 R endobj /Pg 19 0 R /S /Normal /K 5 /S /Normal >> /Pg 23 0 R << /K 5 777 0 obj /K 16 /A 927 0 R /Pg 22 0 R /P 1126 0 R >> 507 0 obj /S /Normal /Pg 23 0 R /K 61 /S /Body#20Text /K 80 64 0 obj 699 0 obj /K 51 endobj /Type /Page >> /K 3 /K 41 << 284 0 obj endobj /S /Normal << /P 959 0 R /Pg 19 0 R << endobj /P 1211 0 R << 12 [167 0 R 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R 173 0 R 174 0 R 175 0 R 176 0 R /Pg 35 0 R 624 0 obj /Pg 22 0 R /Pg 36 0 R /P 1032 0 R /Pg 15 0 R << << /A 913 0 R /A 1038 0 R 706 0 obj 325 0 obj >> /Pg 23 0 R 357 0 R 358 0 R 359 0 R 360 0 R 361 0 R 362 0 R 363 0 R 364 0 R 365 0 R 366 0 R >> /K 12 endobj >> >> /S /Body#20Text endobj >> >> 338 0 obj /Pg 29 0 R << /A 840 0 R /P 11 0 R /Pg 26 0 R /S /Body#20Text /A 840 0 R /Parent 9 0 R 254 0 obj /K 12 /K [8 854 0 R] /S /Normal << >> /Pg 23 0 R 723 0 obj /Contents 814 0 R endobj /A 840 0 R /P 965 0 R << 776 0 obj the tall man aboriginal spirit; metadata api request failed: component conversion failed: file_ended; caleb foote sandlot >> /S /Normal /P 1252 0 R << /K 28 << endobj 226 0 obj /A 839 0 R >> >> endobj /S /Normal /Pg 34 0 R /A 1038 0 R endobj /A 840 0 R /K 27 /K 74 /K 1 505 0 obj /S /TextBox /Pg 24 0 R >> /K 27 /A 1016 0 R /S /Normal endobj 27 0 obj /P 11 0 R endobj /K 2 >> >> /S /Normal /K 7 << /S /LBody << /A 838 0 R /K 48 /Properties << 656 0 obj /K 42 /Pg 21 0 R /A 880 0 R /P 1172 0 R <> /S /Normal /Pg 22 0 R >> /S /Normal 33 0 obj /S /Normal /MC0 807 0 R endobj /P 1228 0 R /P 1027 0 R /A 840 0 R /A 1038 0 R 468 0 obj endobj << /K 11 /S /Normal /K 12 << /S /Normal /K 20 >> /A 1038 0 R /P 966 0 R /Contents 824 0 R Teaching Literature. /Pg 24 0 R 688 0 obj /S /TextBox /A 912 0 R /S /Normal /P 11 0 R /S /Normal /S /Body#20Text 58 0 R 59 0 R 60 0 R] /A 922 0 R << /TT1 803 0 R 46 0 obj << /A 1016 0 R /A 1038 0 R /S /Body#20Text /K 24 << /Pg 31 0 R endobj /Pg 30 0 R /A 902 0 R /Pg 23 0 R << /P 1140 0 R /S /Normal endobj /P 256 0 R 550 0 obj /TT0 801 0 R 572 0 obj /K 22 /K 13 /A 912 0 R /ModDate (D:20080423093025+08'00') /P 1233 0 R endobj endobj /S /Normal /Pg 22 0 R /A 992 0 R /K 7 /K 9 /TT0 801 0 R 625 0 obj /Pg 20 0 R /K 46 >> /Pg 20 0 R endobj 352 0 obj /K 10 /A 838 0 R /S /Body#20Text >> 28 0 obj /P 11 0 R /Pg 22 0 R >> << endobj /A 927 0 R << /MarkInfo << endobj endobj /Pg 17 0 R >> << /A 1016 0 R /P 1073 0 R /K 50 An ability to appreciate values which would enhance an understanding of themselves and their relationship with others. 705 0 obj endobj >> /P 935 0 R >> 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] /A 838 0 R 116 0 obj /S /Normal endobj /P 11 0 R /A 912 0 R /Pg 25 0 R /P 1093 0 R /A 838 0 R 736 0 obj /K 4 /S /Normal /A 840 0 R >> /A 839 0 R /S /Normal 681 0 obj to be used when we /K 45 /Pg 24 0 R 661 0 obj << endobj /K 0 /K 40 /P 11 0 R 195 0 obj 0 Reviews. [fczTT,Zl`5@@ 0: /Type /Page 714 0 obj /S /Normal /S /Normal << 321 0 obj /S /Body#20Text endobj /Pg 23 0 R /Type /Page /K 4 endobj /Pg 23 0 R /K 6 518 0 obj /K 1 <> >> << 163 0 obj endobj << The SlideShare family just got bigger. Findings show that the paraphrastic approach (mean = 4.05) is popularly used by teachers, followed by the information-based approach (mean = 4.04) and the moral- . /Pg 18 0 R /A 912 0 R /A 977 0 R << /Pg 28 0 R >> << /K 22 << /A 915 0 R << 60 0 obj /A 915 0 R 97 0 obj 259 0 obj endobj 104 0 obj /Pg 30 0 R /A 912 0 R /P 11 0 R >> /A 839 0 R >> /P 1066 0 R /K 72 /S /Normal /A 838 0 R 679 0 obj /Pg 16 0 R << >> /K 3 /A 915 0 R /P 11 0 R endobj << << << << << /Pg 17 0 R >> /K 63 /P 11 0 R /Pg 31 0 R /Pg 30 0 R /Contents 835 0 R >> endobj << 8 0 obj /P 1208 0 R 675 0 obj 422 0 obj /K 1 /K 29 >> 146 0 obj /K 18 /Font << << /CropBox [0 0 595.22 842] 95 0 obj /GS0 808 0 R /Contents 829 0 R endobj /A 1038 0 R >> /A 840 0 R /A 912 0 R /A 840 0 R << /A 840 0 R /MediaBox [0 0 595.22 842] >> /S /Normal endobj /K 2 /K 20 /Pg 22 0 R /Pg 27 0 R /S /Normal /S /Normal /S /Normal >> /A 1038 0 R /S /Normal /P 1088 0 R /Pg 36 0 R /K 27 174 0 obj endobj 208 0 obj << << /K 16 /MC0 807 0 R >> 59 0 obj 786 0 obj >> /K [8 855 0 R] /Parent 10 0 R /Pg 23 0 R /TT1 803 0 R /S /Normal /A 1034 0 R endobj >> /GS0 808 0 R 478 0 obj endobj /P 11 0 R 503 0 obj 47 0 obj >> >> 420 0 obj /ProcSet [/PDF /Text] /A 918 0 R /Pg 25 0 R /MC0 807 0 R /ParentTreeNextKey 24 /A 915 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 endobj endobj 57 0 obj /Font << /K 9 /P 1255 0 R /TT1 803 0 R endobj >> /K 78 /S /Normal << endobj << >> /A 839 0 R /P 11 0 R endobj /P 1103 0 R /Pg 24 0 R >> /S /Normal /A 915 0 R /Pg 37 0 R endobj /K 16 768 0 obj /TT1 803 0 R >> /Resources << 514 0 obj /Pg 23 0 R << /K [17 714 0 R] 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R 83 0 R 84 0 R 85 0 R 86 0 R 87 0 R >> /P 11 0 R >> >> endobj /K 17 658 0 obj 262 0 obj /StructParents 7 /A 918 0 R /A 915 0 R /Pg 17 0 R /Pg 22 0 R 718 0 obj /K 15 >> << /S /Body#20Text << /K 69 /A 859 0 R /P 11 0 R << /K [768 0 R 769 0 R 770 0 R 771 0 R 772 0 R 773 0 R 774 0 R] << endobj /P 1265 0 R /K 2 >> /S /Normal endobj 63 0 obj << /S /Normal /P 1160 0 R << The aim was to investigate the extent to which graduate EAL students were able to produce a coherent and logically-structured argument in a short literature review at the end of a 15-hour unit of teaching. /S /Body#20Text /Type /Page /A 857 0 R >> /S /Normal << /S /Superscript >> >> >> /P 11 0 R >> >> Enjoy access to millions of ebooks, audiobooks, magazines, and more from Scribd. /P 11 0 R /A 840 0 R endobj The implication is that literature teaching with the aims of developing students' >> << /Type /Page >> /K 31 /K 67 /Resources << 5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. endobj << /S /Normal endobj /K 38 << /Pg 25 0 R /K 28 /Pg 22 0 R << /S /Body#20Text /S /Normal /P 235 0 R /Type /Page /P 933 0 R /K 19 /S /Body#20Text /K 14 /K 103 /Pg 17 0 R /ProcSet [/PDF /Text] 565 0 R 566 0 R 567 0 R 568 0 R 569 0 R 570 0 R 571 0 R 572 0 R 573 0 R 574 0 R /A 840 0 R >> /P 11 0 R >> >> /Resources << 429 0 obj /Pg 22 0 R >> /S /Normal /Pg 29 0 R /Pg 22 0 R endobj /K 23 /A 1016 0 R It appears that you have an ad-blocker running. 698 0 obj /Pg 31 0 R /A 839 0 R >> endobj /A 912 0 R /Pg 30 0 R /S /Normal /P 11 0 R /Pg 26 0 R >> /S /Body#20Text endobj /S /Normal endobj 289 0 obj /K 4 /A 1034 0 R /K 38 >> >> 242 0 obj >> /K 22 Basically, we will focus on the question of what is literature, the multiple values of teaching literature in the classroom, how literature helps the student develop the basic skills (speaking, writing, reading), and the reasons for choosing this particular text and finally, provide the exercises originating from this text. /CS0 [/ICCBased 823 0 R] /P 1186 0 R << >> 67 0 obj >> >> /K 31 endobj 271 0 obj endobj << /S /Normal 88 0 obj << endobj /A 977 0 R 190 0 obj >> endobj << /K 17 463 0 obj >> << endobj /K 5 << /K 79 /P 1177 0 R /P 1216 0 R /K 1 /P 1003 0 R /P 11 0 R 178 0 obj /GS0 808 0 R /K 7 /Pg 23 0 R /P 11 0 R /P 1194 0 R /P 1004 0 R 278 0 obj /S /Normal /TT2 802 0 R /A 857 0 R /P 11 0 R 11 0 obj /S /Normal endobj /Pg 37 0 R /Pg 31 0 R /K 3 << >> 288 0 obj endobj << >> endobj /A 915 0 R /S /Body#20Text >> /K 8 /S /Normal /A 840 0 R endobj >> endobj << >> /P 11 0 R /K 56 /P 11 0 R /K 39 /P 1039 0 R endobj /S /Normal 87 0 obj endobj endobj /K 68 /P 1081 0 R endobj /S /Normal /Strikeout /Span >> endobj 589 0 obj 161 0 obj /P 259 0 R /S /Normal <> /Pg 23 0 R /K 14 /S /Normal /XObject << /Usage << endobj /K 3 /P 11 0 R 249 0 R 250 0 R 251 0 R 252 0 R 253 0 R 254 0 R 255 0 R 768 0 R 769 0 R 770 0 R >> endobj /MC0 807 0 R >> /Pg 29 0 R 89 0 obj /K [775 0 R 776 0 R 777 0 R 778 0 R] /A 912 0 R /P 923 0 R endobj << /DropCap /Figure << 438 0 obj >> endobj Except for some extreme metaphrasers in the early Christian period and the Middle Ages, and adapters in various periods (especially pre-Classical Rome, and the 18th century), translators have generally shown prudent flexibility in seeking equivalents"literal" where possible, paraphrastic where necessaryfor the original meaning and other . /K 25 /A 912 0 R /Pg 20 0 R /Pg 25 0 R /A 912 0 R endobj /A 918 0 R endobj /P 11 0 R 313 0 obj /K 5 /CropBox [0 0 595.22 842] /K 681 0 R 789 0 obj /P 1079 0 R << 419 0 obj /P 11 0 R endobj /P 11 0 R << << << /ProcSet [/PDF /Text] 632 0 obj << /S /Normal /S /Body#20Text /P 11 0 R /S /Shape /A 838 0 R /A 896 0 R << /K 43 >> /P 11 0 R /K 73 endobj /Properties << Current deep learning systems struggle with this task, exhibit-ing brittleness to both understanding and produc-ing paraphrastic expressions (Iyyer et al.,2018). endobj /K 59 endobj /Pg 37 0 R /A 1038 0 R /K 2 /P 11 0 R >> /S /Normal /P 843 0 R << /Rotate 0 /Pg 25 0 R <> 382 0 obj /Pg 26 0 R endobj /P 11 0 R /P 11 0 R /K 15 endobj /K 8 388 0 obj endobj /S /Normal /P 11 0 R /Pg 17 0 R << /Resources << << /K 44 /Pg 26 0 R endobj 294 0 obj >> /A 915 0 R /P 1080 0 R /K 27 >> endobj 309 0 obj /TT0 801 0 R 729 0 obj 430 0 obj >> >> >> >> /Pg 29 0 R /Pg 23 0 R << /K [843 0 R 844 0 R 845 0 R 846 0 R 847 0 R] >> /K 19 595 0 obj << 215 0 R] << /Properties <> >> /P 967 0 R << << /K 35 endobj endobj /Pg 25 0 R /A 840 0 R /Pg 30 0 R /Type /Page endobj /Pg 22 0 R /S /Normal /S /Normal /K 2 /K 49 << <> endobj >> 747 0 obj /A 1038 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. /P 1097 0 R /S /Normal 575 0 obj << endobj /Type /Pages /S /Normal /K 1 /A 839 0 R /Pg 22 0 R >> /Pg 17 0 R /Font << /P 1013 0 R /P 1223 0 R endobj 662 0 obj /Pg 36 0 R << << << How the teacher will use a literary text depends on the model they choose. endobj endobj There are various approaches that can be employed in the teaching of literature, namely the information-based /S /Normal /Pg 34 0 R /Contents 837 0 R /Pg 24 0 R >> >> 753 0 obj /K 1 /P 1254 0 R /Pg 25 0 R /A 1038 0 R 117 0 obj endobj /P 11 0 R 350 0 obj << /K 9 /K 891 0 R endobj >> endobj This book is free to download below as a pdf file. /S /Body#20Text 594 0 obj /Pg 20 0 R /A 838 0 R /A 915 0 R /K 45 /A 992 0 R /A 992 0 R /A 840 0 R Hello! /A 840 0 R /A 839 0 R /Subscript /Span 157 0 obj << /S /Normal << /Pg 21 0 R /S /Normal /A 912 0 R /A 839 0 R /P 1115 0 R /Pg 35 0 R << >> /Kids [35 0 R 36 0 R 37 0 R] >> >> /Pg 23 0 R endobj /S /Normal /A 918 0 R Do not sell or share my personal information, 1. /Pg 31 0 R /Pg 22 0 R /TT0 801 0 R >> /K 96 >> /S /Normal /A 1016 0 R %%EOF endobj /S /Body#20Text >> endobj endobj endobj /P 11 0 R /K 12 402 0 obj /A 840 0 R 554 0 obj /A 992 0 R /Pg 24 0 R /P 11 0 R 327 0 obj 457 0 obj >> /K 27 endobj << /K 47 >> /P 236 0 R endobj endobj >> /Pg 24 0 R /Pg 17 0 R /A 1016 0 R We present a human-interpretable, feature-based method to measure paraphrastic modification. /K 4 << /K 23 /A 915 0 R /K 67 /Pg 27 0 R /Pg 29 0 R 162 0 obj << /S /Normal 555 0 obj << /A 901 0 R endobj 94 0 obj endobj /K 35 /K 61 /Pg 24 0 R /A 918 0 R /S /Body#20Text /P 11 0 R /A 915 0 R /TT0 801 0 R /K 99 /Pg 30 0 R >> 605 0 obj /Resources << /P 11 0 R /S /Normal /Pg 26 0 R /A 1034 0 R /A 840 0 R /Resources << /Pg 23 0 R /A 1038 0 R /K 21 /Pg 22 0 R /TT1 802 0 R /P 11 0 R endobj << 302 0 obj /Parent 8 0 R /P 1227 0 R /P 11 0 R /Pg 36 0 R /P 11 0 R >> 199 0 obj /S /Body#20Text >> << << endobj << >> /K 51 /S /Normal /Pg 25 0 R /S /Normal /Pg 29 0 R 565 0 obj /Pg 24 0 R 211 0 obj /K 6 /A 915 0 R /S /Body#20Text /TT1 803 0 R /S /Normal /P 1033 0 R << /A 914 0 R /Pg 23 0 R 127 0 obj 525 0 obj In relation to teaching literature, there are several approaches that can be utilised by teachers which include the information-based approach, moral-philosophical approach, paraphrastic approach, personal response approach and language-based approach. /S /Normal /S /Body#20Text /A 925 0 R /P 259 0 R << /S /Normal /A 840 0 R 738 0 obj /P 1028 0 R >> /S /Normal /K 3 /MC0 807 0 R /P 947 0 R endobj /P 11 0 R /P 257 0 R >> /Pg 26 0 R /Parent 9 0 R << endobj 566 0 obj 781 0 obj endobj /S /Body#20Text >> /A 838 0 R This study also investigates the learner's detailed responses . /Annots [832 0 R] 279 0 obj /P 11 0 R /P 1112 0 R /ExtGState << << /TT0 801 0 R /S /Normal /P 847 0 R << endobj >> /Pg 22 0 R endobj The approach of formalism in analyzing a work is of critical importance to those who believe in the precepts of this particular set of values. /S /Body#20Text >> /K 8 << /MC0 807 0 R /Pg 23 0 R /ProcSet [/PDF /Text] /P 1064 0 R /Pg 35 0 R << /A 840 0 R /A 1038 0 R endobj << endobj endobj 351 0 obj /K 88 endobj /S /Body#20Text /K 92 772 0 obj /S /Normal 746 0 obj /Pg 35 0 R >> 71 0 obj endobj 469 0 obj /S /Normal /P 990 0 R /Pg 31 0 R endobj 538 0 obj /Pg 31 0 R /Contents 820 0 R 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] /K 53 766 0 obj /A 915 0 R /K 9 754 0 obj /F5 805 0 R /S /Normal Keywords: Teaching strategies, literature teaching approaches, challenges in teaching literature, ESL teaching and learning, second language pedagogy . >> /K 12 >> , APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS. /P 257 0 R /P 1266 0 R /P 259 0 R /P 1244 0 R /S /Normal << /Type /Page << /K 3 >> /K 11 /A 912 0 R /K 39 /Pg 20 0 R /A 1224 0 R endobj >> /S /Normal /Pg 16 0 R endobj /K 26 /P 1181 0 R << >> /K 8 /P 256 0 R /A 886 0 R << << /Pg 21 0 R >> endobj endobj /P 1043 0 R /K 8 /A 912 0 R << /GS0 808 0 R endobj /S /Normal << /K 3 /Pg 32 0 R << << /A 1034 0 R << 725 0 obj 230 0 obj /A 992 0 R /K 16 /A 927 0 R /P 11 0 R Some activities that stimulate interest are mentioned in one of the chapters below: role play, debate, improvising, creative writing, advertisements and many others. 504 0 obj /S /Normal >> /K 39 << 44 0 obj >> 142 0 obj 220 0 obj /TT2 836 0 R 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). /S /Body#20Text >> >> /P 1245 0 R endobj /Pg 25 0 R >> /A 915 0 R >> /Pg 23 0 R /P 1163 0 R /A 915 0 R /A 927 0 R /A 912 0 R 258 0 R 259 0 R 260 0 R 261 0 R 262 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R /Pg 22 0 R /S /Normal /P 11 0 R /MediaBox [0 0 595.22 842] /A 839 0 R >> /A 915 0 R endobj /K 69 /A 912 0 R /S /Body#20Text 319 0 obj /A 839 0 R endobj The results of the study revealed that instructors preferred personal-response approach and paraphrastic approach in the teaching of Philippine Literature. /S /Normal /K 70 179 0 obj /Pg 31 0 R /A 912 0 R >> /S /Normal 573 0 obj >> /Pg 30 0 R /P 11 0 R /K 52 /P 848 0 R /A 840 0 R <> 135 0 obj endstream endobj startxref /P 11 0 R >> /S /Normal /K 60 The paper summarises relevant literature, /Pg 29 0 R endobj 128 0 R 129 0 R 130 0 R 131 0 R 132 0 R 133 0 R 134 0 R 135 0 R 136 0 R 137 0 R /K 63 /A 915 0 R 585 0 R 586 0 R 587 0 R 588 0 R 589 0 R 590 0 R 591 0 R 592 0 R 593 0 R 594 0 R zd8dHDX;~[7f 7x^R4Z^2, WQ\JeL ,ASwN\uQFD1()YvIbY:'S%X]mdE$a8o'9N0 1h,G|a0|t5LG}'YiQ%d!D\QQCDR,+1^)w/r rkT8ysvJ'|?'qP10 Rp{y]n?`5XKnMI6-9j5T{16 /K 31 /P 11 0 R endobj /S /Body#20Text >> /S /Normal 345 0 obj /TT0 801 0 R >> endobj /S /Normal /S /Body#20Text /Pg 21 0 R endobj /A 838 0 R << /S /Normal It was clearly Generate language practice using the text noted that students were asked to Paraphrastic Approach read aloud the literary text to the entire class. /Pg 25 0 R /P 11 0 R 483 0 obj /S /Normal endobj /A 977 0 R >> /K 2 /A 893 0 R /K [779 0 R 780 0 R 781 0 R 782 0 R 783 0 R 784 0 R] 17 0 obj 498 0 obj >> << endobj /S /Body#20Text /P 1218 0 R 511 0 obj /A 840 0 R 93 0 obj << /K 15 /K 64 /A 977 0 R endobj endobj /Pg 27 0 R endobj >> << /Pg 25 0 R 790 0 obj /A 915 0 R >> 682 0 obj TEACHING APPROACH. /K 55 There are six approaches in the teaching of literature. /S /Normal /P 851 0 R By naming and describing the three approaches, I provide teachers with a conceptual framework for teaching poetry writing. /S /TextBox >> endobj /S /Normal 593 0 obj /S /Normal /P 11 0 R /S /Normal endobj /A 838 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 /A 980 0 R endobj >> /A 1038 0 R /A 927 0 R 204 0 obj 203 0 obj << /Pg 15 0 R 233 0 obj endobj /Resources << endobj endobj 652 0 obj >> /A 915 0 R endobj /A 977 0 R Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. 428 0 obj /S /Body#20Text 440 0 obj 215 0 obj /K 14 << 701 0 obj /S /Normal >> /Pg 36 0 R /A 1234 0 R >> /Pg 20 0 R 591 0 obj /P 935 0 R /P 11 0 R >> << /S /Normal /S /Normal /P 11 0 R /Pg 23 0 R 113 0 obj >> endobj /S /Normal endobj >> different member states including the methodological approaches with regard to literary education. /P 11 0 R /Pg 25 0 R /K 24 /Pg 22 0 R >> /A 840 0 R /A 925 0 R /K 9 endobj 37 0 obj << << /Count 10 endobj 301 0 obj /Pg 24 0 R /Pg 34 0 R /A 898 0 R % /P 256 0 R endobj Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. endobj << << 788 0 obj 709 0 obj endobj /K 3 << /K 58 /A 839 0 R /StructParents 6 >> /K 36 <> /S /Normal /Rotate 0 /P 1202 0 R >> << Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary . /S /Normal << /Pg 18 0 R /P 1250 0 R >> /S /Body#20Text ] >> /P 11 0 R /Kids [15 0 R 16 0 R 17 0 R 18 0 R 19 0 R 20 0 R 21 0 R 22 0 R 23 0 R 24 0 R] << /K 5 endobj endobj << /Rotate 0 /A 1038 0 R >> /K 13 441 0 R 442 0 R 443 0 R 444 0 R 445 0 R 446 0 R 447 0 R 448 0 R 449 0 R 450 0 R /A 839 0 R << >> /A 1016 0 R /S /Normal /S /Normal endobj /K 54 >> /A 840 0 R /S /Normal /S /Normal endobj << /A 840 0 R endobj /Pg 29 0 R /S /Normal /Pg 17 0 R 235 0 obj << >> endobj /S /Normal /K 15 /A 839 0 R endobj /P 11 0 R /K 0 /P 11 0 R /A 915 0 R /K 21 >> 415 0 obj >> >> /K 39 /A 840 0 R << 257 0 obj /S /Normal /A 977 0 R /K 42 /S /Body#20Text 16 0 obj /S /Normal /K 0 /Contents 816 0 R endobj /Properties << /Parent 9 0 R /P 1116 0 R /K 871 0 R hb```f``d`a`dd@ Ar, s^v7tJVt.aB.'k31vLb`]}]}!9@rH1! << << /A 912 0 R /Pg 22 0 R /S /Body#20Text /P 1050 0 R /K 14 /S /Normal 668 0 obj endobj /Pg 36 0 R >> /K 24 /A 1016 0 R << /K 58 158 0 obj endobj endobj 17 [255 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R] /P 1219 0 R /K 883 0 R endobj << /CropBox [0 0 595.22 842] endobj /S /Normal /A 918 0 R /P 1005 0 R /K 7 >> 619 0 obj /CropBox [0 0 595.22 842] /Pg 30 0 R /S /Normal >> /K 29 /Pg 17 0 R /MediaBox [0 0 595.22 842] /Pg 31 0 R /K 7 /A 839 0 R 377 0 obj /K 20 /S /Normal /K 31 /Pg 37 0 R 488 0 R 489 0 R 490 0 R 138 0 R] >> <> /Pg 30 0 R /S /Normal /S /Body#20Text >> /P 1240 0 R endobj /CropBox [0 0 595.22 842] endobj /Rotate 0 << >> >> /P 1086 0 R /P 1076 0 R /Pg 23 0 R << /Parent 8 0 R /Pg 28 0 R /S /TextBox /S /Normal /K 89 /P 1185 0 R /Pg 35 0 R endobj /P 713 0 R >> << endobj /Pg 25 0 R /P 969 0 R 569 0 obj /Pg 34 0 R /A 912 0 R >> Yee Bee Choo, Abdullah Mohd Nawi, Tina Abdullah, Boniesta Zulandha Melani, S.Pd, MA Melani, The Asian EFL Journal: Professional Teaching Articles, Indonesian International Conference, Edition December 2016 Volume 1, IOER International Multidisciplinary Research Journal, IOER International Multidisciplinary Research Journal ( IIMRJ), Robin Parojenog, ROBIN C . /Pg 25 0 R /Pg 26 0 R 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. /S /Normal endobj << 376 0 obj endobj << /GS0 808 0 R /K 19 /Pg 34 0 R endobj /Type /Metadata 121 0 obj /A 912 0 R endobj 188 0 obj /P 1158 0 R /P 11 0 R Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. 509 0 obj >> endobj /A 912 0 R << endobj /P 11 0 R /CropBox [0 0 595.22 842] 523 0 obj endobj 707 0 obj /K 2 << 241 0 obj >> endobj /StructParents 14 endobj >> /A 915 0 R << /S /Normal /A 977 0 R /K 46 /S /Body#20Text Examines the place of literature in the EFL classroom and contains suggestions for activities designed to stimulate an interest in literature among . /K 15 30 0 obj /Parent 9 0 R 13 0 obj << 86 0 obj >> /K 31 >> /K 20 /A 1038 0 R /S /Normal /Pg 26 0 R /S /Normal /A 915 0 R 330 0 obj endobj 909 0 obj <> endobj /P 11 0 R endobj /A 977 0 R /Pg 25 0 R /K 42 endobj /Pg 35 0 R /ProcSet [/PDF /Text] /Pg 31 0 R >> 151 0 obj /S /Normal <> 36 0 obj 631 0 obj /A 909 0 R /Pg 36 0 R /K 5 endobj /P 11 0 R /StructParents 2 endobj /K 1 /A 1016 0 R /TT0 801 0 R /Pg 36 0 R >> /A 1038 0 R << /P 921 0 R 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. /P 11 0 R << /K 1 /S /Body#20Text 187 0 obj <> endobj >> 468 0 R 469 0 R 470 0 R 471 0 R 472 0 R 473 0 R 474 0 R 475 0 R 476 0 R 477 0 R /A 918 0 R /S /Normal paraphrastic approach. /K 37 >> endobj << endobj 735 0 obj /A 839 0 R By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. /K 37 /A 838 0 R >> 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 >> << << /Pg 30 0 R /Pg 32 0 R << /S /Normal endobj >> endobj /P 11 0 R >> /Pg 29 0 R << << If a teaching item is failed, the appropriate specific teaching statement should also be provided, but without the indication that the child's response was correct.