paraphrastic approach in teaching literature

endobj <> 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 HtTMo0W1'RU B=T\Hivinw@K%f27mlf\Wxk,lU~BLIPaBDb$L*n//38,57NW;'3y >> endobj << /InlineShape /Figure College employ Information-based Approach, followed by Personal Response Approach, Paraphrastic Approach, Moral-Philosophical Approach, Language-based Approach, and lastly, the Stylistic Approach. /A 840 0 R /K 38 /K 4 /P 11 0 R >> /A 840 0 R << endobj /K 14 /K 60 193 0 obj /A 915 0 R /K 12 /K 11 << /A 1038 0 R >> /Pg 37 0 R /K 14 /Pg 28 0 R /A 915 0 R /K 50 >> /Rotate 0 /A 1038 0 R /P 1082 0 R /K 32 >> /P 11 0 R << >> /A 840 0 R 20 0 obj /Pg 25 0 R >> /Pg 30 0 R 327 0 obj /K 61 /A 914 0 R /A 839 0 R /Pg 23 0 R >> endobj >> 730 0 obj /Pg 22 0 R 717 0 obj 48 0 R] /K 13 /S /Normal /Pg 31 0 R endobj 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. /TOA /TOC 690 0 obj >> /Pg 22 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0 R /A 912 0 R 91 0 obj /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 >> 746 0 obj >> /A 918 0 R /P 983 0 R endobj << << /Pg 32 0 R 655 0 obj /K 2 516 0 obj /P 11 0 R endobj /F4 804 0 R << /K 11 0 R >> 622 0 obj 371 0 obj /A 927 0 R /S /Normal >> /S /Normal /Pg 22 0 R /S /Normal /Pg 26 0 R << /A 840 0 R /P 11 0 R << /S /Normal /Font <> 340 0 obj /Pg 22 0 R /TT0 801 0 R 22 [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 >> 55 0 obj /Type /Pages /K 29 /K 66 /ProcSet [/PDF /Text] /S /Normal endobj /K 35 << 227 0 obj /Pg 26 0 R /K 79 /K 11 /S /Body#20Text /ExtGState << endobj endobj /Pg 19 0 R 104 0 obj 23 0 obj /Properties << /Pg 25 0 R endobj >> /Pg 22 0 R /S /Body#20Text << >> <> >> /Pg 20 0 R /Pg 37 0 R /A 840 0 R 209 0 obj /P 1233 0 R /S /Normal /K 37 /Pg 37 0 R endobj << endobj /P 1075 0 R /Annots [832 0 R] /P 1221 0 R /Pg 31 0 R /K 0 /S /Normal /Pg 31 0 R endobj They are the (1) Language-Based Approach, (2) Paraphrastic Approach, (3) Information-Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. endobj >> /Length 695 /StructParents 7 >> /S /Normal >> /Pg 29 0 R /Pg 22 0 R /P 988 0 R >> >> /Pg 36 0 R 405 0 obj /S /Normal /P 1122 0 R >> /K 12 /Pg 30 0 R /S /Normal /Pg 29 0 R /A 839 0 R 5 0 obj /Pg 23 0 R 711 0 obj /S /Normal /K 1 << /Body#20Text#20Indent /P << /Pg 27 0 R /K 20 707 0 obj /P 11 0 R 521 0 obj >> >> >> >> /P 11 0 R /K 19 /K 99 << /K 11 15 0 obj endobj >> 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. 497 0 obj endobj /S /Normal endobj endobj /Contents 820 0 R endobj /Pg 35 0 R /P 11 0 R endobj << /K 12 /K 2 /Pg 25 0 R 69 0 obj /A 840 0 R /S /Normal 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 << >> >> endobj /Pg 26 0 R endobj /S /Normal /Pg 35 0 R endobj The author of the article is aware that making the story short is still beneficial in contrast to some claims that doing such can lose the essence of a text. << 549 0 obj /K 52 /S /Normal >> endobj /Pg 22 0 R /P 11 0 R /MediaBox [0 0 595.22 842] >> /P 11 0 R /P 1219 0 R /K 91 /A 1016 0 R /Pg 35 0 R /P 1176 0 R /Properties << 739 0 obj << /A 840 0 R /TT0 801 0 R << /Pg 23 0 R /P 968 0 R /Properties << /Pg 29 0 R /Pg 24 0 R /K 36 endobj /S /Normal /P 853 0 R /P 1188 0 R /K 52 /Pg 22 0 R /A 840 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 1 531 0 obj /Pg 24 0 R endobj /K 6 endobj /K 37 /A 977 0 R endobj /A 912 0 R /Pg 20 0 R /P 1070 0 R /Pg 22 0 R 395 0 obj /P 1186 0 R >> >> /S /Normal >> <> <> 429 0 obj >> << /Pg 20 0 R /A 1016 0 R /K 19 /S /Normal hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { /P 233 0 R /A 838 0 R >> >> /Pg 29 0 R /K 54 /P 258 0 R endobj 509 0 R 510 0 R 511 0 R 512 0 R 513 0 R 514 0 R 515 0 R 516 0 R 517 0 R 518 0 R /A 1034 0 R endobj >> /S /Normal /Pg 22 0 R << /S /Normal endobj Also, literature is often more interesting than the texts found in coursebooks. 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 994 0 R /K 2 /S /Body#20Text 743 0 obj /A 1034 0 R >> /Pg 23 0 R /Pg 25 0 R << /S /LBody /Properties << /PageLayout /OneColumn << 30 0 obj /P 11 0 R 413 0 obj 778 0 R 779 0 R 780 0 R 781 0 R 782 0 R 783 0 R 784 0 R 785 0 R 786 0 R 787 0 R /P 1201 0 R >> >> >> /Font << >> << /K 6 By naming and describing the three approaches, I provide teachers with a conceptual framework for teaching poetry writing. << /Pg 24 0 R /S /Normal 519 0 R 520 0 R 521 0 R 522 0 R 523 0 R 524 0 R 525 0 R 526 0 R 527 0 R 528 0 R endobj 103 0 obj /A 912 0 R /S /Normal /P 946 0 R /S /Body#20Text >> /S /Body#20Text endobj /Pg 36 0 R << 412 0 obj <> 156 0 obj /P 11 0 R >> /P 972 0 R /Pg 20 0 R /Pg 25 0 R /K 63 << endobj 1.3 Primary and secondary education: From learning with literature to /S /Normal /TT2 836 0 R /TT2 802 0 R /P 975 0 R >> /K 21 /Pg 35 0 R /P 11 0 R /P 11 0 R << /A 912 0 R 702 0 obj /Pg 24 0 R /K 1 >> /ProcSet [/PDF /Text] << /A 838 0 R /P 1238 0 R /Pg 25 0 R << endobj /P 259 0 R /A 918 0 R >> /Pg 31 0 R 644 0 obj /S /Normal << << /Kids [35 0 R 36 0 R 37 0 R] /Pg 32 0 R /Font << /Pg 36 0 R >> >> >> >> endobj << /MediaBox [0 0 595.22 842] /Pg 31 0 R >> << 636 0 obj /P 1055 0 R /A 840 0 R >> /P 233 0 R << >> endobj << /S /Normal >> endobj 239 0 obj /A 915 0 R /Pg 25 0 R endobj >> >> 106 0 obj /CropBox [0 0 595.22 842] << 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 << 112 0 obj 679 0 obj << << /P 233 0 R << /Pg 20 0 R 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 endobj /S /Normal endobj endobj 677 0 obj /S /Body#20Text /S /LBody /Parent 8 0 R endobj /K 39 /Pg 32 0 R /K 70 >> endobj endobj /A 840 0 R 220 0 obj << /A 838 0 R /Parent 8 0 R << 369 0 obj /K 46 /P 11 0 R 545 0 obj >> /Pg 29 0 R /K 39 endobj 290 0 R 291 0 R 292 0 R 293 0 R 294 0 R 295 0 R 296 0 R 297 0 R 298 0 R 299 0 R endobj /P 11 0 R /K 12 /K 7 endobj >> endobj /K 4 /Pg 23 0 R /S /LBody /P 934 0 R /S /Normal /K 28 179 0 obj /P 11 0 R /Pg 20 0 R /Pg 22 0 R /Pg 23 0 R /K 15 >> endobj /S /Normal /K 26 << << /S /Body#20Text 82 0 obj 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. /K 1 >> /A 1034 0 R >> endobj /A 918 0 R << /S /Normal << 0 /Pg 30 0 R 324 0 obj /A 880 0 R /Parent 8 0 R endobj 621 0 obj /Pg 25 0 R endobj /P 256 0 R >> endobj 433 0 obj /K 30 endobj endobj >> /MC0 807 0 R endobj /S /Normal /S /Normal << Teaching literature overseas: Language-based approaches 8.39 MB. >> /Pg 22 0 R 607 0 obj >> >> endobj <v. /P 1248 0 R >> endobj 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] /K 6 /A 840 0 R /S /Normal /K 29 343 0 obj << /A 912 0 R 533 0 obj /Pg 25 0 R >> >> >> /P 1153 0 R /Pg 22 0 R /P 235 0 R 277 0 obj /P 11 0 R /A 838 0 R 627 0 obj << /Resources << /A 912 0 R 290 0 obj /Pg 27 0 R >> Student perceptions were gauged on the following dimensions: importance of literature in developing reading skills, text and genre inclination for reading, and the use of short stories and young adult literature in English to develop interest for reading. << endobj /S /Normal 118 0 obj /Pg 17 0 R /A 922 0 R 767 0 obj endobj /S /Normal 266 0 obj /A 977 0 R /K 1 /MC0 807 0 R >> /P 1239 0 R 466 0 obj /S /Link << 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 endobj 566 0 obj /K 56 << /S /Normal /K 8 /K 31 << /TT0 801 0 R /S /Normal 615 0 obj /Pg 24 0 R /A 1038 0 R /A 992 0 R << << /K 14 /Properties <> >> >> /P 1066 0 R >> 110 0 obj /S /Normal endobj /A 840 0 R /P 11 0 R >> 453 0 obj /Pg 30 0 R << /K 5 93 /Pg 37 0 R /Pg 34 0 R >> 363 0 obj /A 912 0 R 338 0 obj >> /P 1099 0 R >> /P 257 0 R >> /S /Normal /K 8 stream 391 0 obj << /A 912 0 R << /Pg 36 0 R /S /Normal /S /Body#20Text << 246 0 obj 8 0 obj endobj /P 998 0 R /TT0 801 0 R >> endobj or sequence of operations /S /Body#20Text /K 21 >> 511 0 obj 68 0 obj << /K 7 /S /Table /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) /P 1019 0 R /Pg 25 0 R /Pg 23 0 R /K 30 /S /Normal /Pg 22 0 R endobj /S /Normal >> endobj 13 [183 0 R 184 0 R 185 0 R 186 0 R 187 0 R 188 0 R 189 0 R] endobj /K 45 << << 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 << Many 1. << << endobj /P 933 0 R /A 838 0 R /P 1229 0 R /K 9 << /A 840 0 R /P 1260 0 R 325 0 obj endobj /Pg 25 0 R << /Pg 26 0 R /P 11 0 R /P 967 0 R /Pg 23 0 R 393 0 obj << /Pg 16 0 R << /S /Normal /S /Body#20Text << /Rotate 0 >> /Pg 26 0 R /Pg 24 0 R /S /Normal 420 0 obj 127 0 obj << << /MediaBox [0 0 595.22 842] /A 840 0 R 789 0 obj /Type /Pages /A 838 0 R /A 1038 0 R << /S /Body#20Text << << /A 838 0 R << /S /Normal /Parent 9 0 R 9 0 obj /K 4 462 0 obj /K 19 /S /Normal /StructParents 22 /Pg 17 0 R 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. /K 15 /Pg 24 0 R /Pg 25 0 R /S /Body#20Text /Pg 22 0 R /K [779 0 R 780 0 R 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/S /Normal /A 912 0 R /K 44 678 0 obj /Pg 22 0 R << 377 0 obj /Pg 29 0 R << /K 21 293 0 obj /P 1166 0 R << 729 0 obj /Rotate 0 endobj /A 977 0 R 744 0 obj /A 840 0 R One is the to utilize approaches and strategies that will cultural approach that aims at developing the help develop students' critical thinking skills. /P 1069 0 R /A 915 0 R /GS0 808 0 R >> /P 1258 0 R /S /Body#20Text >> 36 0 obj >> Moody (1983: 23) /Pg 29 0 R endobj /K 5 >> << >> endobj endobj /Rotate 0 /P 1200 0 R /A 1018 0 R endobj /K 55 endobj /A 915 0 R /P 1244 0 R /K 7 /P 1058 0 R /K 4 endobj endobj 301 0 obj /P 11 0 R /Pg 31 0 R Academia.edu no longer supports Internet Explorer. /S /Normal /K 16 /ExtGState << /Pg 36 0 R << /A 912 0 R 373 0 obj >> << /A 915 0 R endobj >> >> << 569 0 obj << << 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 >> >> /S /Normal >> >> Looks like youve clipped this slide to already. << << that did not adopt the approach. /Pg 23 0 R << /ColorSpace << 561 0 obj /S /Normal /P 11 0 R 639 0 obj /A 1016 0 R 320 0 obj 217 0 obj /A 1016 0 R /S /Normal /K 17 310 0 obj /S /Normal /A 915 0 R /S /Normal 205 0 obj 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. endobj endobj /CropBox [0 0 595.22 842] endobj /Pg 24 0 R /K 41 /S /Normal /S /Normal /P 236 0 R /A 840 0 R /P 11 0 R /MC0 807 0 R /MediaBox [0 0 595.22 842] endobj 257 0 obj endobj << >> >> /Pg 29 0 R /Pg 22 0 R /A 912 0 R /K 25 /S /Normal /A 915 0 R 414 0 obj << endobj << /Pg 37 0 R /S /Body#20Text >> >> /K 101 488 0 obj endobj /P 1085 0 R /K 32 >> endobj >> >> /A 977 0 R <> /S /Normal >> endobj >> /P 11 0 R << << 248 0 obj /A 912 0 R /A 1026 0 R /Pg 30 0 R 684 0 obj endobj /P 1042 0 R endobj /S /Normal /K 10 >> /Pg 29 0 R endobj /P 11 0 R /K 13 490 0 obj >> >> /Pg 30 0 R /K 36 >> /P 11 0 R /A 1038 0 R /K 22 /K 66 /P 1145 0 R /K 0 <> /K 33 /S /Normal << /P 11 0 R /K 47 /A 912 0 R 188 0 obj 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? /A 925 0 R << << /P 1076 0 R 487 0 obj << /K 13 endobj /P 11 0 R /P 1004 0 R 44 0 obj /Pg 25 0 R << /P 258 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 468 0 obj endobj endobj << 3. 578 0 obj /K 25 However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational "E". /S /Normal 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. TEACHING APPROACH. endobj /MediaBox [0 0 595.22 842] >> >> << << 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 875 0 R /S /Normal << << /A 839 0 R << /A 915 0 R << endobj <> >> endobj /S /Normal /S /Normal /Pg 31 0 R /K 16 endobj /P 11 0 R /A 839 0 R 481 0 obj 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'. << >> 138 0 R 139 0 R 140 0 R 141 0 R 142 0 R 143 0 R 144 0 R 145 0 R 146 0 R 147 0 R 573 0 obj endobj /Pg 22 0 R /P 11 0 R << /K 72 >> >> << /S /Normal 613 0 obj 776 0 obj /Pg 36 0 R /P 11 0 R /Pg 22 0 R /K 11 /Pg 15 0 R >> endobj endobj >> << 565 0 obj /Rotate 0 /P 952 0 R /K 8 >> /Pg 20 0 R /S /Normal /S /Normal /S /Body#20Text This book is free to download below as a pdf file. << 661 0 obj /Rotate 0 /P 1262 0 R /K 17 /A 838 0 R /A 839 0 R /P 1008 0 R >> /A 1034 0 R endobj /S /Body#20Text <> << << 426 0 obj >> << 766 0 obj Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary . endobj << /Pg 25 0 R 416 0 obj << endobj /Pg 31 0 R >> 758 0 obj /K 2 endobj << >> /S /Normal /K 51 << /A 912 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 6 /A 840 0 R >> /A 915 0 R << 300 0 obj endobj /TT0 801 0 R >> /P 1213 0 R << /S /Body#20Text /Resources << endobj /S /Normal 505 0 obj >> /P 1250 0 R endobj >> /ProcSet [/PDF /Text] >> endobj /P 11 0 R << endobj /Pg 22 0 R /Type /Page /A 1018 0 R 519 0 obj endobj /P 11 0 R /S /Normal 96 0 obj /K 4 >> /K 16 /S /Normal /K 52 << /Resources << >> /S /Normal /P 11 0 R /K 10 >> /A 1018 0 R /P 236 0 R >> >> 159 0 obj /MC0 807 0 R /A 915 0 R endobj >> /K 5 << /Pg 29 0 R << >> >> /A 912 0 R /K 16 <> << endobj >> << /S /Normal >> /Pg 22 0 R The traditional approach to intonational meaning is a special case of the semantic component or paraphrastic approach. /K 31 /Pg 31 0 R endobj >> >> << /S /Normal /P 11 0 R >> endobj /S /Normal "Emilia Pardo Bazn (1851-1921) was the most prolific and influential woman writer of late nineteenth-century Spain," write the editors of this volume in the MLA's Approaches to Teaching World Literature series. >> /K 8 << >> /A 992 0 R >> /Properties << /K 9 /K 61 >> /A 840 0 R /TT2 802 0 R endobj /S /Normal >> /A [877 0 R] /P 11 0 R endobj << >> /Pg 37 0 R /Pg 32 0 R >> /Pg 29 0 R /P 11 0 R << >> << << Learn faster and smarter from top experts, Download to take your learnings offline and on the go. << /Pg 26 0 R << >> 202 0 obj 660 0 obj /K 22 /K 86 >> /A 838 0 R /S /Normal /Pg 22 0 R /P 1164 0 R /P 11 0 R /Pg 23 0 R endobj endobj endobj /Pg 35 0 R 58 0 obj /Pg 25 0 R /A 1038 0 R /Parent 9 0 R /S /Normal /S /Normal 388 0 obj endobj >> << /K 75 /K 6 endobj /Type /StructTreeRoot /Pg 25 0 R /K 2 /Pg 22 0 R /Pages 3 0 R /K 81 endobj 480 0 obj /P 1199 0 R /P 11 0 R /TT1 803 0 R /S /Body#20Text /K 51 /S /Normal /MediaBox [0 0 595.22 842] << /Pg 23 0 R 757 0 obj /Pg 24 0 R /P 11 0 R /P 1095 0 R /MC0 807 0 R /S /Normal /Pg 22 0 R << >> 345 0 obj /K 102 >> >> /A 912 0 R >> >> /Pg 29 0 R /K 11 166 0 obj endobj >> endobj /TT0 801 0 R /A 1016 0 R /S /Normal /S /Normal /A 913 0 R << /A 912 0 R /TT2 803 0 R /A 840 0 R << 464 0 obj << 548 0 obj endobj /P 11 0 R endobj /Pg 25 0 R >> /S /Body#20Text#20Indent /MediaBox [0 0 595.22 842] /TT0 801 0 R /Pg 24 0 R 236 0 obj >> endobj >> 144 0 obj >> >> endobj >> endobj /K [848 0 R 849 0 R 850 0 R] /S /Normal endobj /Pg 37 0 R /Pg 23 0 R /Pg 29 0 R 270 0 obj 274 0 obj endobj 43 0 obj 527 0 obj /A 912 0 R 11 [161 0 R 682 0 R 683 0 R 684 0 R 685 0 R 686 0 R 687 0 R 688 0 R 689 0 R 690 0 R /Pg 31 0 R endobj endobj endobj /P 1017 0 R >> /A 992 0 R endobj endobj << 128 0 obj >> /K 23 /Pg 35 0 R endobj /A 840 0 R /Normal /P << << /K 64 /S /Normal 618 0 obj /A 840 0 R 372 0 obj << /S /Normal >> 761 0 obj << /Pg 24 0 R /S /Normal /MediaBox [0 0 595.22 842] << /K 40 << << 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. /Pg 35 0 R /A 839 0 R /P 1091 0 R /Nums [0 14 0 R] >> /Pg 31 0 R /P 11 0 R 532 0 obj /K 1 << If a teaching item is passed, acknowledge the correct response using the specific teaching statement provided in the instructions and on the Record Form. /S /Normal /K 5 /Contents 815 0 R 535 0 obj /A 840 0 R /P 11 0 R endobj endobj endobj /P 11 0 R /P 11 0 R >> /P 1130 0 R /S /Body#20Text /A 918 0 R /Pg 35 0 R /A 925 0 R /K 53 /Pg 23 0 R /A 839 0 R /A 1026 0 R /S /Sect endobj >> /Pg 30 0 R /Pg 19 0 R << 630 0 obj >> /S /Normal /K 28 399 0 obj /P 11 0 R /K 24 << /Pg 22 0 R /K 34 /S /Superscript /A 840 0 R endobj 286 0 obj /S /Body#20Text >> >> 543 0 obj endobj /S /Normal /K 14 /P 233 0 R 415 0 obj /TT1 803 0 R << /P 1013 0 R 441 0 obj /A 838 0 R /S /Normal /A 839 0 R /S /Normal Activate your 30 day free trialto continue reading. /P 1020 0 R /A 992 0 R 349 0 obj 242 0 obj /Parent 8 0 R << /Pg 35 0 R endobj /S /Normal >> /K [17 714 0 R] /StructParents 21 endobj /TT0 801 0 R /Contents 827 0 R /A 1034 0 R /Pg 22 0 R /GS0 808 0 R /S /Normal /Pg 29 0 R endobj /P 11 0 R 0 /P 923 0 R /S /Normal /S /Normal /Pg 25 0 R 491 0 obj /Pg 22 0 R endobj /S /Normal One of the best places to start is the theme, or the central topic that a text covers. /S /Body#20Text /A 1038 0 R /Parent 8 0 R 425 0 obj /A 840 0 R >> << /GS0 808 0 R /P 234 0 R >> /A 838 0 R /S /Normal /Pg 34 0 R 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 /Normal << /Pg 36 0 R /K 22 endobj /A 840 0 R /Pg 29 0 R /S /Normal /P 11 0 R /K [19 858 0 R] 361 0 obj /S /Normal 529 0 obj /K 38 /Pg 30 0 R >> /S /Normal << >> 653 0 obj >> /Pg 21 0 R <> /S /Normal /K 2 >> >> /S /Normal /S /Normal 370 0 obj /TT1 803 0 R /Pg 37 0 R /P 11 0 R >> >> /K 7 /P 713 0 R 302 0 obj /A 915 0 R /Pg 21 0 R << /Pg 22 0 R << /Pg 29 0 R 158 0 obj /S /Normal 389 0 obj endobj /P 1062 0 R /Pg 23 0 R /TT0 801 0 R /A 840 0 R /P 845 0 R >> 384 0 obj /P 11 0 R /CropBox [0 0 595.22 842] >> /K 54 /S /Normal /Pg 17 0 R /K 33 What are approaches for teaching fiction? According to Carter (1988), information-based approach is a method of teaching the knowledge >> 478 0 obj 0 Reviews. >> /S /Normal 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 /P 995 0 R /Pg 26 0 R /P 1005 0 R /TT0 801 0 R >> 591 0 obj /P 11 0 R << It refers toparaphrasing or re-telling the text in a simpler version. 260 0 obj /K 55 /Pg 34 0 R /P 921 0 R /S /Normal /Pg 36 0 R /A 912 0 R /Pg 24 0 R /S /Normal endobj /P 11 0 R /P 1136 0 R /K 71 /A 840 0 R /P 1059 0 R 538 0 obj 756 0 obj /S /Normal /P 1169 0 R /S /Normal /MC0 807 0 R /TT0 801 0 R /A 915 0 R 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. The SlideShare family just got bigger. /S /Normal /P 11 0 R /Pg 29 0 R endobj endobj /S /Normal /K 59 /P 1160 0 R >> /K 29 3 0 obj 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.

paraphrastic approach in teaching literature 2023