paraphrastic approach in teaching literature

/S /Normal << /A 994 0 R << /S /Body#20Text 300 0 R 301 0 R 302 0 R 303 0 R 304 0 R 789 0 R 304 0 R 305 0 R 306 0 R 307 0 R /A 838 0 R /S /Body#20Text 398 0 obj /K 59 251 0 obj /P 11 0 R /Pg 25 0 R /Pg 31 0 R >> /Pg 23 0 R Paraphrastic approach is primarily paraphrasing and rewording the text to simpler language or use other languages to translate it. /S /Normal 145 0 obj /Pg 25 0 R /A 994 0 R 33 0 obj endobj /ExtGState << /Pg 26 0 R << %PDF-1.4 /K 8 << /S /Normal /P 11 0 R endobj >> /P 1211 0 R /P 11 0 R >> /S /Normal << 316 0 obj /K 0 19 [280 0 R 281 0 R 282 0 R 283 0 R 284 0 R 285 0 R 286 0 R 287 0 R 288 0 R 289 0 R >> endobj >> /Pg 24 0 R /StructParents 21 >> << endobj /Pg 24 0 R /Pg 34 0 R /K 71 << endobj /Pg 28 0 R 685 0 obj 448 0 obj /A 838 0 R /S /Normal /S /Normal << <> /A 915 0 R 472 0 obj /P 11 0 R 221 0 obj /Pg 36 0 R /A 840 0 R << /Pg 15 0 R 499 0 obj /ExtGState << 376 0 obj 613 0 obj >> << /TT2 802 0 R /Pg 33 0 R /K 81 /S /LBody /A 1224 0 R 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 /K 37 endobj /A 912 0 R /S /Normal /Pg 23 0 R /S /Normal /Pg 17 0 R endobj /Pg 23 0 R /K 47 /S /Normal /Contents 826 0 R /P 11 0 R /P 11 0 R /K 28 /S /Normal /P 1203 0 R 565 0 obj /S /Body#20Text /S /Normal /A 1038 0 R >> /A 912 0 R << /Pg 22 0 R endobj 308 0 obj 36 0 obj /Pg 35 0 R endobj /K 41 endobj /K 67 >> /Pg 30 0 R /Font << 67 0 obj /Pg 17 0 R /K 19 749 0 obj /A 838 0 R /K [16 887 0 R] /TT0 801 0 R /A 1018 0 R >> /StructParents 19 417 0 obj /P 11 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. /K 15 /A 869 0 R /A 915 0 R >> endobj >> /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] /A 1038 0 R 41 0 obj /MediaBox [0 0 595.22 842] /A 839 0 R /StructParents 4 734 0 obj 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 << /K 96 /K 9 /A 840 0 R /K 20 /P 1214 0 R >> /K 52 585 0 obj endobj /Pg 27 0 R endobj 4 [82 0 R 83 0 R 84 0 R 85 0 R 86 0 R 87 0 R 88 0 R 89 0 R 90 0 R] endobj /Rotate 0 /S /Normal /K 16 /Pg 17 0 R << 348 0 obj /MediaBox [0 0 595.22 842] /Pg 36 0 R 442 0 obj <> 761 0 obj /K 23 >> /S /Normal /S /Normal /P 1225 0 R 2 [385 0 R 386 0 R 387 0 R 388 0 R 389 0 R 62 0 R 63 0 R 64 0 R 65 0 R 66 0 R /ProcSet [/PDF /Text] /Count 10 /K 24 428 0 obj >> /P 939 0 R /A 839 0 R 130 0 obj endobj endobj 164 0 R 165 0 R 166 0 R 167 0 R] /A 994 0 R << endobj /Pg 29 0 R /S /Normal /K 78 >> >> << 278 0 R 279 0 R] 668 0 obj endobj /S /Normal /P 976 0 R /S /Normal endobj Engaging Stories: Creating an Ethnographic Literacy Narrative Project in Firs Technology in Differentiated Instruction and Cultural Diversity, Literacy across the curriculum in urban schools, Literate environment analysis presentation, ASSIGNMENT- Write a program that asks the user for 2 names and display.pdf, create a designer work based on the requirements.docx, Create a compelling vision for the acquisition that is less.docx, create a code of ethics for you and your as.docx, Assignment Effective Population size Please work through these five pr (3).pdf, Create a company and give me a brief overview of.docx, 4._Caasi_Cristine_Jane_R. /Pg 23 0 R /P 1144 0 R endobj << /A 839 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 367 0 R /S /Body#20Text This study aimed to identify the approaches and strategies employed by teachers in teaching the literature component to less proficient students in Forms 1 and 2 in selected secondary schools in Kelantan, Malaysia. << /K 38 >> /Pg 25 0 R 91 0 obj /A 839 0 R /P 11 0 R 478 0 obj endobj endobj >> 715 0 obj /Pg 22 0 R /K 4 /A 840 0 R In this model, the learners have to explore and interpret the social, political, literary and historical context of a specific text. endobj 215 0 obj /K 3 >> >> /P 11 0 R << /A 1016 0 R /K 88 Re-tell the text to students to help them This was followed by the teacher understand giving explanation of what was being read. /TT0 801 0 R >> /P 1056 0 R endobj /K 2 341 0 obj /A 840 0 R /A 838 0 R /P 990 0 R /A 840 0 R >> /K 52 /Type /Page /A 970 0 R /S /Body#20Text /A 838 0 R A Detailed Lesson Plan in World Literature, Stages of literature learning in the classroom sir literal, Approaches to teaching literature in efl classrooms, PREPARATION AND EVALUATION OF INSTRUCTIONAL MATERIALS, Materials development for language learning and teaching, Detailed: Lesson plan in literature for grade 7 students. /K 6 /K 27 /K 1 << 226 0 R 227 0 R 228 0 R 229 0 R 230 0 R 231 0 R 232 0 R 747 0 R 748 0 R 749 0 R /P 11 0 R /Pg 26 0 R >> /Pg 24 0 R /K 5 /K 14 >> >> << 269 0 obj 174 0 obj /P 11 0 R /Body#20Text#20Indent /P /P 11 0 R /Pg 22 0 R /S /Normal Looks like youve clipped this slide to already. << /Pg 22 0 R 633 0 obj /CropBox [0 0 595.22 842] 488 0 R 489 0 R 490 0 R 138 0 R] /Pg 16 0 R >> /S /Normal /A 912 0 R 534 0 obj /A 1038 0 R /Pg 36 0 R /A 915 0 R /S /Body#20Text >> endobj /P 11 0 R >> /S /LBody /K 26 /S /Normal 290 0 obj >> /A 840 0 R /Pg 23 0 R 422 0 obj /S /Normal >> /S /Normal 55 0 obj endobj /S /Normal endobj /GS0 808 0 R /S /Normal 65 0 obj /P 11 0 R /Pg 25 0 R /K 55 /P 848 0 R /Pg 25 0 R << endobj /A 840 0 R /P 1025 0 R /A 839 0 R /K 22 1 0 obj << endobj /Pg 23 0 R /A 840 0 R /Pg 20 0 R >> /Pg 36 0 R >> /GS0 808 0 R >> endobj /K 37 /Pg 22 0 R endobj << /Pg 17 0 R endobj /K 60 /P 11 0 R >> /P 11 0 R /S /Normal >> /S /Body#20Text /Pg 31 0 R <> >> << endobj /P 11 0 R 235 0 obj 485 0 obj >> << /S /Normal /K 64 213 0 obj /S /Normal Group members (except for the reader) each paraphrase the text in their own words, writing their paraphrase on a blank index card. 118 0 obj >> << /K 11 0 R endobj /Pg 25 0 R 784 0 obj /Pg 25 0 R /K 36 /K 3 /S /Normal /Pg 23 0 R /P 1180 0 R /Pg 22 0 R /K 13 /A 892 0 R >> /P 11 0 R /P 11 0 R /K 28 >> /Pg 35 0 R endobj /P 1247 0 R /K 5 endobj /P 963 0 R >> 324 0 obj /Pg 24 0 R 338 0 R 339 0 R 340 0 R 341 0 R 342 0 R 343 0 R 344 0 R 345 0 R 346 0 R 347 0 R /S /Normal /P 921 0 R /P 11 0 R /A 840 0 R << endobj /P 11 0 R endobj /S /Normal /P 1186 0 R /Pg 22 0 R << /S /Normal endobj /K 34 >> /K 40 71 0 obj /A 840 0 R /A 838 0 R /Pg 24 0 R /A 840 0 R /P 11 0 R endobj endobj endobj /Pg 31 0 R >> /S /Normal . /Pg 23 0 R >> /TextBox /Div endobj /P 11 0 R /K 46 << /Pg 25 0 R << /A 912 0 R /Pg 36 0 R <> >> /S /Normal Literature teaching approaches demonstrated in the cultural model, the personal growth model and the language model by Carter and Long (1991) are widely used for second language literature teaching. >> /K 5 /A 1038 0 R /K 3 /P 11 0 R /A 1026 0 R << /A 840 0 R /Pg 30 0 R /K 21 409 0 obj /K 51 /Pg 35 0 R /A 839 0 R /A 918 0 R endobj /K 15 /A 912 0 R /S /Normal endobj 151 0 obj /P 940 0 R /K 13 /P 235 0 R >> endobj 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. >> endobj >> stream /Name (HeaderFooter) /A 912 0 R /Pg 30 0 R endobj >> /CropBox [0 0 595.22 842] /Pg 17 0 R /Pg 29 0 R 566 0 obj /S /Body#20Text /A 840 0 R endobj /Pg 25 0 R 779 0 obj 593 0 obj 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 /P 1089 0 R >> /S /Body#20Text endobj 618 0 obj /Resources << /A 1034 0 R /K 900 0 R /S /Normal /A 1026 0 R /S /Normal /K 13 /Pg 31 0 R >> /P 11 0 R endobj /S /Normal /P 1213 0 R >> /S /Normal 271 0 obj /S /Normal /Pg 22 0 R /K 54 /TT2 803 0 R << /Pg 17 0 R /S /Normal /P 11 0 R /TT2 802 0 R << >> endobj /Pg 31 0 R endobj << <> endobj << /K 38 637 0 obj endobj /K 30 >> /Type /Page /P 983 0 R /P 11 0 R endobj >> >> 785 0 obj /P 1208 0 R 411 0 obj /K 52 /A 915 0 R /StructTreeRoot 5 0 R /Pg 25 0 R >> /A 839 0 R /P 11 0 R endobj >> << /MC0 807 0 R endobj << 38 0 obj /Pg 24 0 R >> >> 101 0 obj endobj /Pg 37 0 R /Pg 22 0 R /P 1187 0 R 603 0 obj 626 0 obj 509 0 obj 736 0 obj If a teaching item is passed, acknowledge the correct response using the specific teaching statement provided in the instructions and on the Record Form. /K 1 endobj << 372 0 obj /A 840 0 R /S /Body#20Text /K 3 120 0 obj endobj << /Pg 20 0 R /A 840 0 R /K 34 >> /Pg 36 0 R /S /Normal >> /P 928 0 R /S /Normal /Pg 31 0 R /S /Normal 202 0 obj /Pg 20 0 R 562 0 obj /Frame /Div >> /P 1142 0 R << 729 0 obj endobj /ProcSet [/PDF /Text] /P 11 0 R endobj >> /K 60 /A 915 0 R >> /Pg 29 0 R /Pg 23 0 R endobj >> endobj 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 >> >> /A 840 0 R /K 8 >> 208 0 obj /S /Normal >> << << /A 1038 0 R >> endobj /TT1 803 0 R /K 42 << /S /Normal /Pg 22 0 R /P 256 0 R 173 0 obj /P 258 0 R >> << endobj endobj /S /Normal /A 912 0 R << /Pg 25 0 R /S /Table 416 0 obj /Pg 22 0 R /K 0 /S /Body#20Text 233 0 obj /P 11 0 R /C2_0 818 0 R /S /Normal 225 0 obj >> 332 0 obj /A 880 0 R /K 32 /Pg 24 0 R << /K 21 Oral Feedback Strategies in English Language Teaching Classrooms, Morphemic Analysis Awareness: A Boon or Bane on ESL Students Vocabulary Learning Strategy, The Effects of Utilizing I-Think Mind Map in Teaching Short Stories, Enhancing Students' Reaction Writing via Short Stories: A Pedagogical Perspective. 660 0 obj /S /Body#20Text /K 16 >> /P 1157 0 R /ExtGState <> 539 0 obj /A 912 0 R /A 840 0 R endobj endobj /P 11 0 R /K 5 768 0 obj >> << /A 977 0 R << /Pg 29 0 R /A 863 0 R /P 11 0 R /S /Normal endobj /P 256 0 R /LastModified (D:20080423093025) endobj 380 0 obj 280 0 obj 22 0 obj /S /Normal /Pg 37 0 R /K 15 /Pg 25 0 R /S /Normal /P 11 0 R endobj /K 2 /Pg 20 0 R endobj 262 0 obj /ProcSet [/PDF /Text] What are approaches for teaching fiction? endobj endobj << >> /S /Normal /K 48 << << >> /A 1034 0 R /A 1038 0 R /P 935 0 R /A 977 0 R /Pg 30 0 R /A 912 0 R /S /Normal 537 0 obj /P 11 0 R /S /Body#20Text /TT0 801 0 R endobj endobj /A 840 0 R >> /P 11 0 R >> /P 11 0 R /K 17 /Pg 22 0 R 435 0 obj /A 918 0 R >> /Pg 26 0 R /K 5 << /ModDate (D:20080423093025+08'00') /StructParents 13 /K 36 >> /Contents 837 0 R /MC0 807 0 R << /Pg 27 0 R /K 56 >> /S /Normal /Pg 33 0 R Many << /K 48 The role of English as a lingua franca in the affairs of the world’s nations is currently unquestioned. 368 0 obj << /A 840 0 R >> /Rotate 0 /K 23 endobj >> 68 0 R 69 0 R 70 0 R 71 0 R 72 0 R 73 0 R 74 0 R 75 0 R 76 0 R 77 0 R /Contents 833 0 R /A 1038 0 R /S /Body#20Text endobj << << 326 0 obj >> 129 0 obj /Pg 31 0 R /P 1191 0 R /P 160 0 R endobj hb```a``z "@1V,0 ,Gx2t)^`}yss%H:9B.(aU*-w N\6^Z^q[0,t2T*6!1`Qb(. 480 0 obj endobj /P 1095 0 R /K 6 /P 942 0 R /K 59 /Pg 30 0 R 602 0 obj /Pg 22 0 R Enter the email address you signed up with and we'll email you a reset link. /A 838 0 R /P 853 0 R /Pg 36 0 R 364 0 obj /K 9 /Pg 23 0 R /Count 3 /K 33 /K 80 /A 915 0 R 577 0 obj /S /Normal endobj /A 840 0 R /P 11 0 R << /K 103 << endobj endobj 99 0 obj >> <> /K 1 /K 1 /K 1 /S /Normal << << << 412 0 obj /A 902 0 R English Language Teaching Materials and Media: Instructional Material and Med Semi-Detailed Lesson Plan on Elements of Poetry, K 12 english language arts curriculum conceptual framework, Approaches and methods of studying literature, Language- based Approach- Poem In the Midst of Hardship, Introduction to Literature (Poetry, Drama, Prose), Critical Approaches: Types of Literary Criticism, Common Core State Standards and School Libraries, Santa Barbara National Comprehensive High School, The Role of Epistemology and History in the Teaching of Science. >> /A 918 0 R /Pg 25 0 R <> << >> /P 1124 0 R 673 0 obj /Pg 23 0 R /S /Body#20Text /A 889 0 R >> /A 857 0 R 717 0 obj << >> 169 0 obj 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 /K [768 0 R 769 0 R 770 0 R 771 0 R 772 0 R 773 0 R 774 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 >> endobj endobj 362 0 obj /P 933 0 R >> 529 0 R 530 0 R 531 0 R 532 0 R 533 0 R 534 0 R 535 0 R 536 0 R 537 0 R 538 0 R /Pg 24 0 R /Contents 817 0 R /K 3 >> << /K 19 /S /Normal 180 0 obj 652 0 R 653 0 R 654 0 R 655 0 R 656 0 R 657 0 R 658 0 R 659 0 R 660 0 R 661 0 R /P 11 0 R 700 0 obj 413 0 obj >> /S /Normal /TOF /TOC >> << >> << /K 874 0 R 382 0 obj endobj 157 0 obj /P 11 0 R /PageLayout /OneColumn >> /S /Normal /K 26 /K 24 634 0 obj << /K 20 /Pg 21 0 R /P 957 0 R /P 11 0 R endobj /A 1018 0 R >> /K 9 << /K 12 /S /Normal The paper summarises relevant literature, /A 839 0 R /A 977 0 R <> /P 11 0 R /P 11 0 R /P 1027 0 R endobj endobj >> >> >> /K 36 >> /S /Normal 17 0 obj /S /Body#20Text /P 1173 0 R /Pg 16 0 R 228 0 obj 366 0 obj /Pg 16 0 R /S /Normal 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 /K 7 218 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 20 0 R /Parent 9 0 R >> >> /P 11 0 R /A 977 0 R << /K 3 /P 11 0 R >> /Pg 31 0 R /K 5 /Pg 25 0 R /Resources << 267 0 obj >> /P 304 0 R The findings indicate that the teaching approach is influenced by the students' inability to comprehend English language which forces teachers to spoon feed the students and use the students' mother tongue as the medium of instruction. /P 1252 0 R /S /Table endobj endobj << /K 31 endobj /S /Normal 334 0 obj Ronald Carter, Michael N. Long. /A 886 0 R endobj 165 0 obj endobj /P 1236 0 R endobj %%EOF /Type /Page /S /Normal >> /S /Normal 245 0 obj 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 . This is related to Bloom's "Knowledge" and "Comprehensive" levels of thought. << /TT2 802 0 R 102 0 obj << 24 0 obj /Type /Page endobj /S /Body#20Text /CropBox [0 0 595.22 842] 268 0 obj 12 0 obj /S /Normal /P 1059 0 R >> /P 1240 0 R << /CropBox [0 0 595.22 842] 461 0 obj 543 0 obj 132 0 obj /Pg 29 0 R 532 0 obj << /S /Normal /S /Normal << 708 0 obj >> << /K 39 endobj 401 0 obj /A 1026 0 R /Pg 30 0 R /K 43 << >> >> /S /Normal endobj << /A 840 0 R endobj /S /Body#20Text /Parent 9 0 R /A 918 0 R /P 11 0 R /P 11 0 R /P 11 0 R /K 7 /P 11 0 R /K 12 << /K 5 >> >> /S /Body#20Text 127 0 obj /K 7 >> /S /Body#20Text /Pg 17 0 R /Type /Page 139 0 obj /P 1093 0 R User /MediaBox [0 0 595.22 842] /A 918 0 R /Pg 24 0 R endobj << /Pg 37 0 R 150 0 obj endobj /K 23 << >> << endobj /P 11 0 R >> 594 0 obj /K 19 /Pg 31 0 R >> /Pg 26 0 R endobj >> /K 46 /A 839 0 R /A 912 0 R /Font << /A 840 0 R 329 0 obj <> >> /S /Body#20Text >> << 108 0 obj /S /Normal 605 0 obj /Pg 23 0 R >> endobj << endobj <> Acrobat PDFMaker 7.0 for Word /P 1004 0 R /Pg 24 0 R endobj /S /Body#20Text /P 1251 0 R /Parent 3 0 R endobj /S /Body#20Text /S /Normal /K 42 /K 48 endobj << /S /Normal /A 1034 0 R << >> /Pg 23 0 R /K 19 /A 1038 0 R endobj /A 1038 0 R Moody (1983: 23) /A 915 0 R << /Pg 37 0 R 396 0 obj endobj /P 11 0 R endobj /K 7 /Properties << /Type /Page >> >> /K 15 /TT1 803 0 R Different moral or philosophical approaches help to . << /Pg 29 0 R /Pg 23 0 R /TT1 803 0 R /S /Normal /Contents 825 0 R endobj endobj 549 0 obj /Pg 17 0 R endobj /K 13 >> >> << endobj endobj << 757 0 obj >> /P 11 0 R /MC0 807 0 R /K 2 /P 1113 0 R >> /A 864 0 R 526 0 obj /Pg 34 0 R /A [873 0 R] << /CropBox [0 0 595.22 842] /P 1256 0 R << /S /Normal /K 8 /Pg 29 0 R /S /Normal /S /Normal /A 913 0 R /K 33 /Pg 31 0 R /P 11 0 R /A 840 0 R 114 0 obj 253 0 obj /A 1016 0 R /P 1169 0 R /Pg 26 0 R 3 [74 0 R 75 0 R 76 0 R 77 0 R 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R] endobj /S /Normal Sorry, preview is currently unavailable. /A 1038 0 R /K 54 /S /Normal endobj /P 11 0 R >> /StructParents 5 << /Pg 24 0 R /A 838 0 R << 654 0 obj /S /Body#20Text /P 11 0 R /K 16 /A 912 0 R endobj >> /A 838 0 R >> /A 838 0 R >> How the teacher will use a literary text depends on the model they choose. << 238 0 R 239 0 R 240 0 R 241 0 R 242 0 R 243 0 R 244 0 R 245 0 R 246 0 R 247 0 R 9 [143 0 R 144 0 R 557 0 R 558 0 R 559 0 R 560 0 R 561 0 R 562 0 R 563 0 R 564 0 R endobj /Pg 21 0 R /MC0 807 0 R 86 0 obj <>stream << 516 0 obj 388 0 obj << /Pg 22 0 R 452 0 obj /K 4 44 0 obj << /Rotate 0 /K 82 endobj 425 0 obj >> /A 857 0 R /A 839 0 R 28 0 obj /P 1146 0 R /K 13 64 0 obj /P 11 0 R /K 57 /P 11 0 R << 124 0 obj /S /Body#20Text 94 0 obj >> endobj /S /Normal /Pg 29 0 R /A 839 0 R /S /Normal /S /Normal /Parent 9 0 R 131 0 obj endobj /S /Normal >> 647 0 obj /P 11 0 R >> /StructParents 14 406 0 obj 256 0 obj /A 1038 0 R /P 1204 0 R /P 11 0 R /P 11 0 R /Pg 17 0 R /K 25 endobj /S /Normal /Pg 25 0 R << /Pg 16 0 R /A 915 0 R << << /CropBox [0 0 595.22 842] /Type /Pages /S /Body#20Text 237 0 obj endobj /P 11 0 R >> << 612 0 obj >> /A 857 0 R /S /Normal endobj endobj 688 0 obj endobj /K 12 /K 18 << /S /Normal /Pg 34 0 R 46 0 obj /S /Body#20Text << endobj >> >> >> /K 14 /K 6 >> /Pg 25 0 R << This Teaching English Literature , as one of the most enthusiastic sellers here will agreed be in the midst of the best options to review. /TT0 801 0 R /S /Normal endobj endobj /A 840 0 R >> << /K 4 /A 1038 0 R /S /Body#20Text /S /Normal /K 7 /P 11 0 R 781 0 obj /A 838 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 /A 840 0 R /K 46 /GS0 808 0 R endobj /P 11 0 R /P 1040 0 R << /S /Normal endobj >> /K 19 >> endobj << /Pg 31 0 R << 66 0 obj /P 934 0 R >> >> /Pg 29 0 R >> /Pg 31 0 R 351 0 obj /K 62 /A 912 0 R << >> 70 0 obj endobj << /A 912 0 R endobj /P 11 0 R /S /Normal /Pg 23 0 R 339 0 obj << /Pg 32 0 R /Pg 25 0 R /K 31 >> << Language-Based Approach Paraphrastic Approach Information-Based Approach Personal-Response Approach Moral-Philosophical Approach and Stylistic Approach These are a few of the approaches followed to teach students in most of schools now. /Type /Page 720 0 obj /A 840 0 R << endobj endobj /Pg 24 0 R << /P 1170 0 R 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 /K 7 /K [16 907 0 R] endobj /A 915 0 R endobj /A [882 0 R] endobj /S /LBody /Rotate 0 /A 840 0 R endobj /A 838 0 R /A 840 0 R << /A 840 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 << 790 0 obj /S /Normal /A 840 0 R /S /Normal /Pg 22 0 R Activate your 30 day free trialto continue reading. 320 0 R 321 0 R 322 0 R 323 0 R 324 0 R 325 0 R 326 0 R 327 0 R 328 0 R 329 0 R >> /A 898 0 R endobj /Pg 24 0 R /P 952 0 R >> << 356 0 obj 697 0 obj /A 839 0 R /S /Normal /Pg 23 0 R << /K 17 << /A 912 0 R /Pg 25 0 R >> /K 11 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. << /A 838 0 R >> /A 918 0 R 35 0 obj /Pg 35 0 R 192 0 obj /S /Body#20Text /P 11 0 R /S /Normal /K 7 248 0 R 249 0 R 250 0 R 251 0 R 252 0 R 253 0 R 254 0 R 255 0 R 256 0 R 257 0 R << /A 857 0 R >> /K 8 /Pg 35 0 R /Pg 29 0 R /K 66 /Pg 24 0 R /S /Normal endobj The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. /ExtGState << endobj >> /K 5 /Pg 15 0 R endobj 218 0 obj /Contents 822 0 R << /P 11 0 R /Resources << /P 1082 0 R /TT2 802 0 R /Pg 24 0 R /A 840 0 R /P 11 0 R /A 839 0 R << << /S /Normal /Pg 22 0 R endobj /K 54 691 0 R 692 0 R 693 0 R 694 0 R 695 0 R 696 0 R 697 0 R 698 0 R 699 0 R 163 0 R << /Pg 34 0 R /Pg 31 0 R >> /K 69 /K 10 /A 918 0 R /S /Superscript /S /Normal 2008-04-23T09:30:25+08:00 << endobj 709 0 obj endobj << Contending with the critical literary, cultural, and social issues of the period, Pardo /A 912 0 R /S /Normal /TT1 803 0 R >> endobj >> endobj 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 204 0 R 205 0 R 206 0 R 207 0 R 149 0 obj endobj /S /Normal /S /Normal /P 11 0 R /A 918 0 R << /Type /Page /P 11 0 R /P 11 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. /Parent 8 0 R endobj << /S /Body#20Text /P 11 0 R /A 918 0 R /S /Normal /Pg 29 0 R endobj /S /Normal endobj endobj /P 1086 0 R /S /Normal >> /S /Shape 68 0 obj /Pg 23 0 R /TT0 801 0 R >> >> /S /Normal /P 11 0 R << /A 840 0 R 494 0 obj /Pg 34 0 R 23 [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 << endobj >> 683 0 obj >> 436 0 obj >> 295 0 obj << 529 0 obj /A 840 0 R 90 0 obj /Contents 816 0 R /A 840 0 R /Pg 26 0 R << >> 323 0 obj 358 0 obj /Pg 29 0 R >> /A 842 0 R /Pg 30 0 R 782 0 obj endobj /P 11 0 R << >> /Pg 25 0 R /P 11 0 R /P 937 0 R >> >> 185 0 obj /Properties << 234 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 108 0 R 109 0 R 110 0 R 111 0 R 112 0 R 113 0 R 114 0 R 115 0 R 116 0 R 117 0 R /Pg 30 0 R 739 0 obj 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. /Pg 16 0 R /S /Body#20Text endobj 255 0 obj hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { /CS0 [/ICCBased 823 0 R] /A 912 0 R >> /P 1079 0 R /CropBox [0 0 595.22 842] /K 2 >> endobj endobj /A 977 0 R /S /Body#20Text /A 840 0 R >> /S /Normal 775 0 obj endobj /Pg 25 0 R /A 839 0 R >> /S /LBody endobj /K 5 /K 1 /StructParents 2 /P 11 0 R /Pg 26 0 R << >> endobj 773 0 obj 724 0 obj /A 905 0 R /Parent 8 0 R /K 14 95 0 obj /Pg 31 0 R /K 7 210 0 obj >> /S /Normal << /S /Normal endobj /GS0 808 0 R /K 33 /A 912 0 R /S /Normal endobj /S /Normal 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.