paraphrastic approach in teaching literature

/Contents 817 0 R endobj >> /Pg 24 0 R >> /K 14 << endobj /A 912 0 R /S /Normal /Annots [832 0 R] /K 50 /K 7 << >> endobj 620 0 obj /K 8 <> /P 1027 0 R /Pg 31 0 R /S /Normal >> << /A 906 0 R endobj /P 11 0 R /Contents 835 0 R 612 0 R 613 0 R 614 0 R 615 0 R 616 0 R 617 0 R 618 0 R 619 0 R 620 0 R 621 0 R << /TT2 802 0 R 659 0 obj /A 840 0 R endobj >> <> endobj 716 0 obj /S /Normal endobj << >> >> 780 0 obj /P 1088 0 R /S /Normal /A 1016 0 R /S /Body#20Text << 448 0 obj 131 0 obj 549 0 R 550 0 R 551 0 R 552 0 R 553 0 R 554 0 R 555 0 R 556 0 R 142 0 R 143 0 R] << /A 915 0 R /S /Normal /S /Normal >> endobj << >> endobj << /Count 10 /Pg 25 0 R /P 1125 0 R /P 11 0 R /S /Normal >> /A 1016 0 R endobj 425 0 obj /S /Normal 664 0 obj endobj /K 82 /P 933 0 R << /Pg 31 0 R /A 839 0 R /K 5 << /Pg 25 0 R 33 0 obj >> endobj /Pg 21 0 R 62 0 obj endobj /Pg 20 0 R >> endobj /S /Normal /Pg 18 0 R /P 256 0 R >> /P 11 0 R 476 0 obj /A 912 0 R << /Pg 25 0 R /S /Normal /K 22 << /Pg 30 0 R /ProcSet [/PDF /Text] /A 857 0 R << /K [843 0 R 844 0 R 845 0 R 846 0 R 847 0 R] << 389 0 obj << 781 0 obj /Pg 29 0 R endobj /S /Body#20Text << << 357 0 obj >> /Pg 22 0 R /S /Shape endobj /K 15 /Pg 25 0 R /K 12 /A 1016 0 R 109 0 obj endobj << << >> endobj /K 26 /S /L /Pg 25 0 R 700 0 obj /K 65 790 0 obj /TT0 801 0 R /S /Normal /Pg 22 0 R /Pg 23 0 R endobj /K 0 /Pg 25 0 R << /Pg 24 0 R << /MC0 807 0 R /A 915 0 R 381 0 obj << 454 0 obj endobj 636 0 obj 159 0 obj /A 838 0 R /P 11 0 R /A 840 0 R /S /Normal /Font << /S /Normal << >> endobj /A 1038 0 R >> /LastModified (D:20080423093025) 532 0 obj /K 42 /Pg 25 0 R 227 0 obj /P 951 0 R >> endobj 103 0 obj /Pg 21 0 R /K 15 /Pg 25 0 R >> 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 >> /K 36 /K 6 288 0 obj endobj /K 52 /A 977 0 R /S /Normal /A 838 0 R /S /Normal /A 838 0 R 328 0 obj /K 95 108 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 /P 1091 0 R >> D:20080421080735 396 0 obj /K 73 /P 11 0 R /S /Normal /Pg 24 0 R << << /S /Body#20Text << << << The purpose of this approach is to ease students' understanding apart from translating it into another language. 333 0 obj /Pg 34 0 R /S /Normal << /S /Body#20Text /K 14 << >> /S /Normal endobj /K 11 /S /Body#20Text /S /Body#20Text 157 0 obj /S /Body#20Text There are six approaches in the teaching of literature. /P 11 0 R 540 0 obj /A 915 0 R /K 29 << /ProcSet [/PDF /Text] /TT1 802 0 R /Pg 25 0 R /Pg 22 0 R /S /Normal /Pg 30 0 R /S /Normal /K 26 /TT2 836 0 R /S /Normal << /A 881 0 R /P 1238 0 R /S /Body#20Text endobj >> << The effectiveness of these approaches is outlined from the learner's perspective, and a conclusion is drawn after a deductive qualitative analysis of the learner's opinions. /Pg 31 0 R /A 838 0 R 715 0 obj /P 11 0 R /K 70 << /Pg 29 0 R /Pg 37 0 R << /A 918 0 R /Pg 24 0 R /P 1094 0 R /K 18 endobj Syntax; Advanced Search; New. 364 0 obj endobj endobj << endobj 650 0 obj <> 734 0 obj << /P 11 0 R Therefore, one approach to teaching literature is to raise students' interest and to involve them through student-centred activities. 167 0 obj /Pg 23 0 R /P 1227 0 R /K 30 endobj 461 0 obj 573 0 obj << >> <> 26 0 obj /A 977 0 R >> /Pg 24 0 R endobj /S /Normal /A 912 0 R >> /K 29 /ExtGState << /A 914 0 R >> /P 1205 0 R /A 977 0 R /K 4 /TOAI /TOCI 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] /S /Normal 246 0 obj >> /Author (User) << /Pg 22 0 R >> /S /Normal /S /Normal 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 /Pg 18 0 R /P 916 0 R endobj << endobj >> /P 944 0 R endobj /K 9 /A 912 0 R >> >> 134 0 obj /P 989 0 R endobj << /A 840 0 R >> /P 981 0 R /P 11 0 R /S /Body#20Text << /S /Normal endobj /P 1171 0 R endobj >> /S /Normal << /Pg 16 0 R /A 992 0 R /K 9 << /Im1 809 0 R /ProcSet [/PDF /Text] /Pg 22 0 R /K 9 endobj << /K 32 568 0 obj << /A 992 0 R /S /Normal endobj endobj /S /Body#20Text /P 995 0 R << << << /K 5 >> /S /Normal << >> >> 262 0 obj endobj /P 11 0 R >> /P 851 0 R /A 840 0 R /StructParents 10 /Pg 25 0 R Acrobat Distiller 7.0 (Windows) /TT0 801 0 R /K 20 >> << /K 50 /K 32 /P 1109 0 R endobj endobj >> /Pg 22 0 R /K 32 /K 14 /Pg 25 0 R >> /Type /Page /Pg 30 0 R /K 18 /Pg 24 0 R /MC0 807 0 R /S /Normal << /A 838 0 R endobj /P 235 0 R /P 256 0 R /K 51 /S /Normal /Pg 22 0 R paraphrastic approach were the most favored approaches by teachers in the teaching of CCL programs. /S /Normal endobj /Pg 25 0 R 166 0 obj /A 918 0 R /Pg 33 0 R /K 40 /K 14 /StructParents 0 /Name (HeaderFooter) /MC0 807 0 R >> /P 1037 0 R endobj endobj 93 0 obj /A 1038 0 R << << << /Contents 827 0 R << /S /TextBox /A 1016 0 R >> /Pg 22 0 R /S /Normal /A 838 0 R /K 7 <> /S /Table << 412 0 obj << /Pg 30 0 R >> endobj endobj /Pg 22 0 R >> endobj /Pg 22 0 R /A 838 0 R /P 1047 0 R /P 1222 0 R >> /S /Normal /S /Normal /P 1132 0 R /Annots [810 0 R] /K 3 322 0 obj /Pg 29 0 R endobj >> >> << /Pg 30 0 R /TT1 803 0 R 411 0 R 412 0 R 413 0 R 414 0 R 415 0 R 416 0 R 417 0 R 418 0 R 419 0 R 420 0 R /S /Superscript /K 13 An appreciation and deeper understanding of important human concerns and human literary works. >> /K 55 endobj /S /Normal 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 24 0 R << >> >> /P 1196 0 R 63 0 obj /A 840 0 R /P 1170 0 R /P 1216 0 R << /Pg 34 0 R 713 0 obj /Font << /FollowedHyperlink /Span /P 1242 0 R /Count 23 382 0 obj /K 24 10 [155 0 R 603 0 R 604 0 R 605 0 R 606 0 R 607 0 R 608 0 R 609 0 R 610 0 R 611 0 R << /K 1 /S /LBody /ExtGState << << >> /K 8 /Pg 22 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 21 0 R 21 0 obj >> >> /S /Normal /Resources << endobj /K 6 /P 11 0 R >> /P 1085 0 R /P 1024 0 R /K 14 /Pg 17 0 R << >> >> endobj endobj /A 913 0 R /P 1052 0 R 450 0 obj >> >> << endobj Examines the place of literature in the EFL classroom and contains suggestions for activities designed to stimulate an interest in literature among . /K 874 0 R 241 0 obj endobj /S /Normal /A 915 0 R >> 464 0 obj /K 1 708 0 obj /S /Normal /Properties << << /S /Normal This study also investigates the learner's detailed responses . /Pg 25 0 R << << /Type /Page /A 876 0 R << << >> /A 840 0 R >> /Pg 24 0 R /P 1036 0 R << 569 0 obj /A 912 0 R >> /P 11 0 R /S /Normal 784 0 obj 657 0 obj /K 4 /K 16 /A 977 0 R These three approaches to teaching literature differ in terms of their focus on the text: firstly, the text is seen as a cultural artefact; secondly, the text is used as a focus for grammatical and structural analysis; and thirdly, the text is the stimulus for personal growth activities. /A 838 0 R /Pg 30 0 R /K 20 /K 10 /S /Body#20Text /P 1211 0 R /S /Body#20Text << /Type /Page /A 840 0 R >> /K 51 /P 11 0 R /K 1 /K [16 903 0 R] /P 11 0 R << 777 0 obj /P 996 0 R /K 1 /Pg 22 0 R >> /S /Table /S /Normal >> /A 867 0 R endobj /K 13 /ExtGState <> << /A 992 0 R /S /Normal endobj /P 1041 0 R /Resources << /A 915 0 R 440 0 obj /P 11 0 R >> >> /K 0 TCRWP approach, a curriculum and professional development for teaching reading and writing, is widely used across the country and around the world. /Pg 22 0 R /S /Normal /P 1210 0 R The role of literature in instructed foreign language learning and teaching: An evidence-based survey, Challenges Facing English Language Saudi Students When Studying Literature Courses in English Language Programs at the Undergraduate Level: Problems and Recommendations, An Investigation of Teachers Approaches Employed In Teaching The English Literature, Literacy Development Through the Incorporation of Literature in Language Education for Malaysian Secondary School Students, An investigation on approaches used to teach literature in the ESL classroom: a case study of Sekolah Menengah Kebangsaan Taman Desa Skudai, Johor Bahru, Sources of Embarrassment or Empowerment? 401 0 obj 295 0 obj /A 840 0 R /A 918 0 R << << /A 986 0 R << 316 0 obj /S /Normal /S /Body#20Text /A 838 0 R >> /K 59 /Pg 24 0 R /S /Body#20Text /ColorSpace << 580 0 obj /TT0 801 0 R 1.3 Primary and secondary education: From learning with literature to /P 1143 0 R /P 1121 0 R >> /Pg 30 0 R /P 999 0 R /K 74 /S /Body#20Text /P 1184 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. /A 840 0 R endobj >> /S /Normal >> /F5 805 0 R << 451 0 R 452 0 R 453 0 R 454 0 R 455 0 R 456 0 R 457 0 R 458 0 R 459 0 R 134 0 R /P 1009 0 R 304 0 obj /K 42 << endobj /Font << endobj /Pg 23 0 R /A 912 0 R /P 11 0 R /S /LBody /K [8 854 0 R] << /S /Normal /P 11 0 R /Pg 22 0 R >> /S /Normal 679 0 obj /Pg 29 0 R << 562 0 obj endobj /Pg 29 0 R /GS0 808 0 R /A 839 0 R /A 918 0 R /Pg 23 0 R /S /Normal /K 18 /K 26 << /Pg 34 0 R /S /Body#20Text /A 1034 0 R 224 0 obj /A 918 0 R << /Pg 30 0 R <> 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 /Pg 25 0 R endobj >> /K 3 The paper summarises relevant literature, 646 0 obj >> >> Reading for Theme. << 555 0 obj 175 0 obj Keywords: Teaching strategies, literature teaching approaches, challenges in teaching literature, ESL teaching and learning, second language pedagogy . /A 1016 0 R /A 840 0 R << /S /Normal /A 840 0 R /MediaBox [0 0 595.22 842] /Pg 23 0 R /S /Normal <> endobj /Pg 20 0 R endobj /K 48 /P 1000 0 R /S /Normal endobj << /A 992 0 R /A 839 0 R >> >> >> /A 857 0 R << /Pg 35 0 R 119 0 R 120 0 R 121 0 R 122 0 R 123 0 R 124 0 R 125 0 R 126 0 R 127 0 R 128 0 R] /S /Normal /P 849 0 R << /A 912 0 R /K 32 /P 960 0 R << endobj /K 97 /K 103 endobj /A 912 0 R endobj These models have been incorporated in various approaches in the teaching of literature. /Pg 22 0 R endobj 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. 512 0 obj 278 0 R 279 0 R] 12 0 obj /S /Normal 325 0 obj /Count 3 << /Pg 29 0 R << /S /Normal three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Information-based Approach and Language-based Approach. /A 875 0 R /S /Normal /P 1057 0 R /K 15 /P 233 0 R /S /Normal << endobj >> /K 47 92 0 obj endobj /Properties << /S /Normal endobj /Type /Page /P 935 0 R <> 785 0 obj >> /A 912 0 R /Footnote /Note /Pg 24 0 R /K 871 0 R >> << << /MC0 807 0 R endobj << 732 0 obj 164 0 R 165 0 R 166 0 R 167 0 R] /K 81 endobj /A 1034 0 R /A 840 0 R /A 840 0 R << endobj /S /Normal /S /Normal /S /Normal endobj /Pg 20 0 R << /K 92 661 0 obj 18 [268 0 R 269 0 R 270 0 R 271 0 R 272 0 R 273 0 R 274 0 R 275 0 R 276 0 R 277 0 R , APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS. /SourceModified (D:20080421080735) /A 1038 0 R << >> << /K 43 /P 1142 0 R >> /S /Normal /S /Body#20Text /S /Normal >> /S /Normal /A 915 0 R /P 259 0 R << /K 895 0 R >> /K 5 86 0 obj endobj /Pg 23 0 R >> >> 15 0 obj << /K 7 endobj >> endobj /K 61 endobj >> /P 11 0 R /Properties << /A 905 0 R endobj endobj /Parent 8 0 R << >> >> /A 915 0 R endobj /Pg 23 0 R 341 0 obj /Pg 22 0 R /Pg 29 0 R endobj /K 38 72 0 obj /P 1220 0 R /K [17 714 0 R] /A 924 0 R << /K 80 /A 840 0 R /TT0 801 0 R /A 880 0 R /MC0 807 0 R /P 11 0 R >> /S /Normal /S /Normal /P 1172 0 R /K 57 /S /Normal /S /Body#20Text 339 0 obj << /K 3 /P 1063 0 R /P 1230 0 R endobj 672 0 obj /Pg 23 0 R 596 0 obj endobj 9 0 obj << /A 1026 0 R /S /TextBox /K 54 204 0 obj /Pg 29 0 R /S /Body#20Text >> /P 1260 0 R 670 0 obj /S /Normal endobj /K 38 >> /P 11 0 R >> /StructParents 18 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 /P 11 0 R /S /Normal endobj >> /A 1016 0 R >> The debate over the purpose of literature stretches back to ancient days. /A 927 0 R endobj /K 45 709 0 obj 348 0 obj /K 14 /Pg 29 0 R /P 11 0 R << << 909 0 obj <> endobj /P 11 0 R << /Pg 31 0 R /Pg 22 0 R 468 0 obj /P 11 0 R /Shape /Figure /A 912 0 R endobj << /A 840 0 R << endobj /S /Normal /A 842 0 R 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] endobj /P 257 0 R >> /P 234 0 R /K 60 >> /Pg 22 0 R /K 7 75 0 obj >> 743 0 obj >> endobj /K 39 /A 838 0 R 69 0 obj /Pg 23 0 R /Pg 25 0 R 772 0 obj /K 27 /P 11 0 R 575 0 R 576 0 R 577 0 R 578 0 R 579 0 R 580 0 R 581 0 R 582 0 R 583 0 R 584 0 R /P 1207 0 R /Parent 8 0 R /Resources << endobj << /Pg 22 0 R /K 7 >> 91 0 obj endobj /GS0 808 0 R << endobj /P 233 0 R /P 11 0 R /K 7 >> /A 1038 0 R endobj 11 0 obj /S /Body#20Text /Pg 37 0 R /S /Normal /S /Normal /A 1016 0 R << /Pg 26 0 R /A 840 0 R endobj /Pg 29 0 R This is because literature involves a lot of reading, response to novels, poems, or drama texts, gaining insights from poets or authors slices of life being able to comprehend and appreciate each. /Pg 29 0 R >> /S /Normal Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. /Pg 20 0 R /A 915 0 R >> /S /Body#20Text#20Indent /K 21 /P 234 0 R /S /Normal /A 912 0 R << >> /P 1108 0 R endobj /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] endobj /P 1095 0 R /K 19 /S /Normal /TT3 802 0 R >> /P 11 0 R /S /Body#20Text /A 840 0 R >> << /P 5 0 R << 791 0 obj /A 912 0 R endobj << /Parent 9 0 R /S /Normal /A 925 0 R /K 39 /S /Body#20Text << << /P 957 0 R /Pg 29 0 R /P 11 0 R << endobj /Pg 34 0 R endobj << endobj /Length 4383 << /A 1038 0 R /A 840 0 R << /K 94 /P 11 0 R /Pg 22 0 R /S /Normal 688 0 obj /P 11 0 R << /Pg 31 0 R endobj /S /Normal endobj /S /Normal /P 11 0 R endobj /A 992 0 R >> /S /Normal /Pg 17 0 R 240 0 obj /A 839 0 R endobj /Pg 20 0 R /S /Normal 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 . Keywords: teaching literature, approaches in teaching, new normal, learning activities, 21st century learners 1. You can read the details below. /Pg 25 0 R /S /Normal /A 912 0 R /A 918 0 R /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) /S /Normal /K 28 << Tap here to review the details. /P 1051 0 R /ExtGState << /K 6 /Pg 27 0 R /A 915 0 R << /Pg 16 0 R /K 69 << It refers toparaphrasing or re-telling the text in a simpler version. endobj /P 847 0 R >> /S /Normal /Pg 29 0 R endobj /S /Body#20Text /A 912 0 R 308 0 obj endobj endobj /K 6 << /K 5 /Font <> The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. /A 912 0 R /Pg 34 0 R /S /Normal /S /Normal /S /Normal /K 866 0 R /K 33 /A 918 0 R >> /Pg 30 0 R /Pg 20 0 R endobj endobj 767 0 R] >> /S /Normal /Pg 35 0 R /A 840 0 R >> endobj endobj /Pg 29 0 R /S /Body#20Text 102 0 obj << /K 57 << >> /S /Normal /Pg 24 0 R /P 11 0 R >> 312 0 obj 287 0 obj endobj >> /K 21 endobj However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational "E".
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