paraphrastic approach in teaching literature

<< /K 6 /MediaBox [0 0 595.22 842] << /S /Normal /Type /Page /K 46 /K 18 /P 850 0 R /Pg 30 0 R /Pg 21 0 R >> /A 994 0 R /K 4 << 80 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'. endobj /P 236 0 R 393 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. /S /Normal /S /Normal /P 1217 0 R /Resources << >> >> 68 0 obj /Pg 18 0 R 462 0 obj /S /Normal 89 0 obj << 767 0 obj /Pg 37 0 R /TT2 803 0 R /Pg 24 0 R >> /S /Body#20Text /A 912 0 R /A 839 0 R /MediaBox [0 0 595.22 842] /P 11 0 R /P 985 0 R 332 0 obj /A 840 0 R /A 1018 0 R /A 977 0 R /S /Normal /Pg 25 0 R /Pg 25 0 R 516 0 obj /A 857 0 R /S /Normal /A 1038 0 R 365 0 obj >> /S /Body#20Text /Pg 25 0 R /K 24 /Resources << /Pg 24 0 R endobj 192 0 obj /A 912 0 R /P 11 0 R 407 0 obj /P 1042 0 R /P 1202 0 R /S /Body#20Text 176 0 obj /S /Normal << 228 0 R 229 0 R 230 0 R 231 0 R 232 0 R 233 0 R 234 0 R 235 0 R 236 0 R 237 0 R endobj /P 1003 0 R /K 31 733 0 obj /Pg 15 0 R /P 1216 0 R 85 0 obj /A 840 0 R /S /Normal /S /Normal << >> /A 840 0 R /Pg 22 0 R endobj /K 6 /S /Normal /A 912 0 R << << /Pg 18 0 R /S /Body#20Text endobj /Pg 22 0 R >> /A 840 0 R /S /Normal 967 0 obj <>stream /Pg 24 0 R >> /Pg 23 0 R endobj endobj /A 840 0 R /Pg 30 0 R /A 839 0 R /A 905 0 R /K 65 Paraphrastic Approach A type of approach - paraphrasing and rewording text to simpler language Information Based Approach A type of approach - elicit information from students about text - ask questions to check students' knowledge based on reading - provide students with context and background information Personal-Response Approach << >> >> << /A 840 0 R /P 1062 0 R << /Pg 29 0 R endobj /P 11 0 R /K 19 /K 7 /K 36 << /A 1034 0 R /S /Body#20Text /K 9 612 0 obj /P 1252 0 R endobj /Pg 36 0 R /Pg 22 0 R /K 12 >> << /CropBox [0 0 595.22 842] endobj << /CreatorInfo << endobj << endobj 13 0 obj >> >> endobj /Pg 22 0 R endobj 273 0 obj >> endobj /A 912 0 R 560 0 obj endobj /Pg 36 0 R /A 915 0 R /Pg 19 0 R /K 12 /Pg 22 0 R << endobj >> <> /A 840 0 R /P 1111 0 R >> /S /Normal /K 24 /Pg 26 0 R >> << /ProcSet [/PDF /Text] /Pg 36 0 R /P 993 0 R << <> hb```f``d`a`dd@ Ar, s^v7tJVt.aB.'k31vLb`]}]}!9@rH1! 444 0 obj /S /Normal /S /Normal /P 11 0 R /P 11 0 R << 187 0 obj >> /A 918 0 R << /Pg 29 0 R endobj /A 918 0 R >> /A 840 0 R 600 0 obj >> /P 957 0 R /P 11 0 R /A 839 0 R /P 11 0 R /K 53 >> /A 838 0 R >> /Pg 24 0 R 230 0 obj >> /Pg 24 0 R /K 8 610 0 obj /P 929 0 R >> /Pg 37 0 R 36 0 obj /A 839 0 R /P 1227 0 R endobj << /A 918 0 R /Pg 23 0 R /P 946 0 R /S /TextBox /A 912 0 R /P 935 0 R 255 0 obj /K 59 /Pg 37 0 R /S /Normal << >> 341 0 obj /K 64 /S /Body#20Text << /Pg 23 0 R /A 918 0 R /Pg 24 0 R >> /TT2 802 0 R 114 0 obj << /A 862 0 R /P 11 0 R /K 61 >> >> << /K 7 /S /Body#20Text 705 0 obj /S /Normal << /K 48 /A 992 0 R /S /Normal /S /Normal >> /A 840 0 R /Pg 29 0 R /S /Normal /S /Normal >> /MediaBox [0 0 595.22 842] /K 18 endobj << 60 0 obj /S /Normal endobj /Pg 22 0 R /K 34 /Pg 22 0 R << /S /Normal 77 0 obj <>/Filter/FlateDecode/ID[<8C4C05AE9767B84890E316FAFFFB12FA>]/Index[62 25]/Info 61 0 R/Length 83/Prev 198684/Root 63 0 R/Size 87/Type/XRef/W[1 3 1]>>stream 519 0 obj /A 840 0 R /Type /Page /Pg 30 0 R endobj /Pg 18 0 R /Pg 23 0 R 205 0 obj endobj << /K 76 << << 728 0 obj >> >> /Pg 21 0 R endobj /S /Body#20Text endobj >> /P 11 0 R /P 1033 0 R /Pg 23 0 R endobj /K 21 >> endobj /S /Normal /A 912 0 R Keywords: teaching literature, approaches in teaching, new normal, learning activities, 21st century learners 1. endobj /S /Normal /S /Normal >> /A 1016 0 R 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. /A 840 0 R /A 838 0 R /A 838 0 R /A 1034 0 R /Resources << /A 918 0 R >> endobj /S /Normal /Creator (Acrobat PDFMaker 7.0 for Word) endobj /P 11 0 R /K 11 endobj <> /P 11 0 R /StructParents 9 /S /Normal /P 973 0 R >> /K 96 /MediaBox [0 0 595.22 842] /S /Body#20Text << /K 3 << endobj /Pg 22 0 R /P 11 0 R /Pg 36 0 R /StructParents 16 /A 840 0 R >> /Pg 37 0 R /K 63 /P 1056 0 R /S /Normal >> << 158 0 R 159 0 R 160 0 R 161 0 R 162 0 R 163 0 R 164 0 R 165 0 R 166 0 R 167 0 R endobj /Pg 22 0 R /S /Normal 248 0 obj endobj /S /Normal /K 5 endobj /K 53 701 0 obj << endobj /Pg 23 0 R /K 27 endobj 0 62 0 obj <> endobj /Pg 26 0 R >> /Pg 17 0 R /K 6 /ExtGState << >> >> >> /TT0 801 0 R << /S /Body#20Text /S /Body#20Text /Pg 22 0 R /Pg 36 0 R >> >> /A 839 0 R << /A 838 0 R >> /K 22 /A 840 0 R >> 379 0 obj << endobj /S /Normal << endobj /A 915 0 R /A 839 0 R /Pg 23 0 R /P 1168 0 R /CS0 [/ICCBased 823 0 R] << /Pg 25 0 R /A 840 0 R endobj << The Purpose of Reader-Response Your critical reading of a text asks you to explore: why you like or dislike the text; explain whether you agree or disagree with the author; identify the text's purpose; and. /P 1160 0 R /TT1 803 0 R << /K 10 108 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 >> <> endobj /S /Normal 371 0 obj >> /S /Normal >> >> << 151 0 obj /K 13 >> /P 11 0 R /P 1035 0 R /A 1026 0 R /S /Normal /S /Normal << /S /Normal << /A 840 0 R /A 915 0 R 267 0 obj endobj /A 912 0 R /S /Normal >> /A 839 0 R /K 2 /P 978 0 R >> /K 5 >> 695 0 obj << /MC0 807 0 R /K 13 /Pg 25 0 R /P 1037 0 R >> /Font << >> /P 11 0 R /A 912 0 R /P 11 0 R 289 0 obj >> /K 27 << endobj /A 838 0 R /Pg 25 0 R /K 38 125 0 obj /P 11 0 R 288 0 R 289 0 R 290 0 R 291 0 R 292 0 R 293 0 R 294 0 R 295 0 R 296 0 R 297 0 R /Pg 17 0 R /P 11 0 R /A 838 0 R There . /S /TextBox >> /P 11 0 R >> /P 11 0 R /S /Normal 96 0 obj /S /Normal /P 1103 0 R /P 1075 0 R /K 7 /A 840 0 R /A 912 0 R /TT0 801 0 R /A 915 0 R /P 11 0 R /Pg 25 0 R 122 0 obj 506 0 obj endobj /A 840 0 R endobj 225 0 obj << >> /S /Normal >> /ProcSet [/PDF /Text] /K 39 /K [17 714 0 R] endobj 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 /P 11 0 R 403 0 obj /Pg 22 0 R /Rotate 0 /S /Normal endobj /Resources << /A 857 0 R /P 11 0 R /S /Normal >> /K 43 /A 915 0 R /S /Body#20Text /F6 806 0 R endobj The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. 369 0 obj /K 13 >> << /K 18 583 0 obj /Pg 18 0 R /Pg 29 0 R /P 1245 0 R >> << The role of English as a lingua franca in the affairs of the world’s nations is currently unquestioned. /Pg 20 0 R endobj /A 922 0 R /P 11 0 R endobj << /Type /Page /A 867 0 R >> /S /Normal /S /Normal /S /Superscript /K 0 /A 892 0 R /S /Body#20Text << >> endobj endobj endobj /Pg 24 0 R << /K 4 << 602 0 obj >> 398 0 obj << >> << /K 23 /Pg 36 0 R >> /A 915 0 R /S /Body#20Text /K 54 /Pg 15 0 R /K 2 /Contents 817 0 R >> >> >> /S /Body#20Text endobj /S /Body#20Text /A 839 0 R endobj /K 60 /Pg 22 0 R /S /Normal /Pg 30 0 R /A 918 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. /K 40 /K 25 /S /Normal 402 0 obj /S /LBody /A 1038 0 R /Font << /Contents [791 0 R 792 0 R 793 0 R 794 0 R 795 0 R 796 0 R 797 0 R 798 0 R 799 0 R 800 0 R] /Pg 23 0 R /K 10 << endobj /S /Normal endobj /K 21 << /K 50 66 0 obj /S /Normal /P 11 0 R /Pg 24 0 R /A 889 0 R << <> /A 992 0 R /Resources << /FollowedHyperlink /Span /K 10 /Pg 35 0 R >> /Rotate 0 /K 24 /A 857 0 R /K 4 /S /Body#20Text /P 1248 0 R endobj /Pg 24 0 R /Pg 25 0 R >> endobj endobj endobj >> /K 83 /A 886 0 R 229 0 obj /Pg 23 0 R /F4 804 0 R /K 7 << /TT0 801 0 R /K 3 /P 1172 0 R /A 898 0 R << >> >> /S /Table >> /P 1219 0 R << endobj << endobj /S /Normal endobj << /A 840 0 R /S /Body#20Text /P 233 0 R /A 840 0 R <> /P 1116 0 R 776 0 obj /A 840 0 R << /K 65 /P 11 0 R 262 0 obj 357 0 obj Many /P 960 0 R >> /K 52 >> endobj endobj /StructParents 11 /ProcSet [/PDF /Text] endobj <> 116 0 obj /A 842 0 R /Pg 20 0 R << /K 9 /K 37 endobj 416 0 obj /Pg 25 0 R 554 0 obj /P 11 0 R /P 256 0 R /K 11 >> /S /Normal /K [851 0 R 852 0 R 853 0 R] /A 840 0 R >> >> /Pg 34 0 R /A 912 0 R << /P 11 0 R 367 0 R] /MC0 807 0 R /K 15 6UL /efIYH2oS$ Yi 530120D5 L (EL_113_Poems_by_Doveglion).pptx, Electrolytes Replacement Protocol (1).pdf, Create a cyclical OD process whereby results from one cycle.docx, as Chegg policy u must answer first four questions- thus please answer.pdf, Create a chart to compare and contrast the major legislative.docx, Assignment 3 Requirements- Your task for this assignment- is- - Input.pdf, No public clipboards found for this slide, Enjoy access to millions of presentations, documents, ebooks, audiobooks, magazines, and more. 690 0 obj /P 1099 0 R Looks like youve clipped this slide to already. /K 1 << /Pg 27 0 R endobj /S /Normal >> 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. >> 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 endobj /Pg 22 0 R /Type /Page /Pg 25 0 R /A 915 0 R << /Pg 22 0 R endobj 228 0 obj /S /Normal Teachers use . << >> >> /S /Normal /A 924 0 R >> /Properties <> /Pg 30 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. >> /S /Normal << /P 1195 0 R What Is The Most Effective Strategy In Teaching Literature? endobj /A 1038 0 R /S /Normal /K 17 /TT1 802 0 R /K 12 /K 21 /S /Normal /K 5 /P 11 0 R /S /Normal Group members (except for the reader) each paraphrase the text in their own words, writing their paraphrase on a blank index card. >> /MediaBox [0 0 595.22 842] /A 840 0 R /A 1026 0 R >> >> /K 26 /K 46 163 0 obj /Annots [832 0 R] endobj >> 538 0 obj >> <> /P 11 0 R endobj /A 840 0 R /A 912 0 R << /GS0 808 0 R >> << By accepting, you agree to the updated privacy policy. 645 0 obj << endobj /Pg 35 0 R >> /K 38 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] endobj endobj /K 4 /CropBox [0 0 595.22 842] 367 0 obj /S /Normal 700 0 obj endobj endobj /P 933 0 R /P 11 0 R /P 934 0 R 2008-04-23T09:30:15+08:00 /K 3 /Pg 25 0 R >> /Pg 25 0 R >> endobj /P 11 0 R /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) /P 11 0 R /K 14 /S /Body#20Text <> >> endobj << 331 0 obj >> >> /TT0 801 0 R << /Pg 22 0 R /A 912 0 R /A [882 0 R] endobj 111 0 obj endobj << /K 14 /K 23 >> /A 838 0 R /Pg 29 0 R /A 840 0 R /S /Normal /K [843 0 R 844 0 R 845 0 R 846 0 R 847 0 R] 154 0 obj >> /S /TextBox /A 912 0 R /Pg 23 0 R 257 0 obj endobj endobj /P 256 0 R 309 0 obj 3. /S /Normal endobj >> All new items; Books; Journal articles; Manuscripts; Topics. /ExtGState << /K 74 /A 857 0 R /S /Normal /TOAI /TOCI endobj /Pg 23 0 R /A 840 0 R /K 24 endobj endobj /GS0 808 0 R /A 912 0 R 239 0 obj /K 7 /S /Normal 509 0 obj >> << /K 29 << It refers to paraphrasing or re-telling the text in a simpler version. /P 11 0 R >> 465 0 obj /K 12 /A 840 0 R endobj << 346 0 obj /A 913 0 R endobj 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 /K 5 >> /K 18 >> /A 839 0 R 479 0 obj << /Type /Page /A 901 0 R <> /A 840 0 R /A 839 0 R /P 1138 0 R /P 11 0 R << /S /LBody /A 840 0 R /Pg 24 0 R stream One is the to utilize approaches and strategies that will cultural approach that aims at developing the help develop students' critical thinking skills. /P 11 0 R >> /ExtGState << /K 69 >> /Pg 31 0 R /S /Table /DropCap /Figure /Pg 23 0 R /Font << /S /Normal >> endobj >> /Pg 30 0 R 594 0 obj /S /Normal endobj >> 4 0 obj /A 1016 0 R /S /Normal /K 16 << << /S /Normal >> <> >> /A 913 0 R /K 25 /A 918 0 R /P 1262 0 R /Pg 24 0 R >> /Properties << /Pg 22 0 R /A 1026 0 R << /A 915 0 R /P 11 0 R /S /Body#20Text 186 0 obj >> endobj /Nums [0 14 0 R] /CropBox [0 0 595.22 842] << /S /Body#20Text >> >> endobj /Pg 29 0 R endobj /Pg 37 0 R << endobj /A 840 0 R >> endobj >> /K 95 /K 54 539 0 R 540 0 R 541 0 R 542 0 R 543 0 R 544 0 R 545 0 R 546 0 R 547 0 R 548 0 R 406 0 obj >> /TT2 802 0 R /S /Table >> /K 48 endobj >> << 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. 22 0 obj /A 1026 0 R /A 924 0 R /Pg 29 0 R 725 0 obj /TT1 803 0 R >> /Pg 32 0 R /P 235 0 R >> << >> 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 6 What are approaches for teaching fiction? /A 840 0 R endobj /P 1013 0 R /A 838 0 R /S /Normal 134 0 obj /Pg 22 0 R /A 1018 0 R << /A 1034 0 R endobj /S /Normal /A 1038 0 R /P 11 0 R /TT0 801 0 R endobj /P 11 0 R /S /Normal /S /Normal << /Type /Pages /P 1153 0 R << /Type /Page /A 1018 0 R 764 0 obj /S /Body#20Text endobj /Pg 23 0 R /ExtGState << /S /Normal /A 912 0 R 432 0 obj endobj 93 endobj 45 0 obj >> << /K 27 /P 936 0 R >> /MediaBox [0 0 595.22 842] /P 1182 0 R /StructParents 1 << /Pg 23 0 R /K 26 /A 925 0 R /S /Normal /K 19 I /P 1193 0 R /P 1140 0 R /Pg 31 0 R 502 0 obj <> /K 10 306 0 obj /S /Body#20Text 480 0 obj /K 38 771 0 R 772 0 R 773 0 R 774 0 R 260 0 R 261 0 R 262 0 R 775 0 R 776 0 R 777 0 R /Pg 22 0 R >> 12 0 obj /A 840 0 R 494 0 obj 215 0 R] endobj endobj << /Resources << /S /Body#20Text endobj /Pg 31 0 R /K 15 /Pg 26 0 R /Pg 29 0 R /K 46 /S /Normal /K 53 >> /Pg 22 0 R << 241 0 obj /ProcSet [/PDF /Text] endobj 226 0 obj /A 1038 0 R /P 11 0 R /A 912 0 R endobj endobj /Pg 22 0 R /Pg 22 0 R /A 922 0 R /A 1038 0 R /S /Body#20Text >> 98 0 obj << endobj 178 0 R 179 0 R 180 0 R 181 0 R 182 0 R 183 0 R 184 0 R 185 0 R 186 0 R 187 0 R /K 19 >> /A 840 0 R endobj /Pg 35 0 R 303 0 obj paraphrastic approach were the most favored approaches by teachers in the teaching of CCL programs. << application/pdf /S /Normal /K 62 651 0 obj /A 914 0 R endobj endobj /TT1 803 0 R /A 881 0 R 468 0 obj /S /Body#20Text /Pg 24 0 R 308 0 obj endobj endobj /A 840 0 R << /K 3 /A 1038 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 /P 11 0 R /Pg 31 0 R /K [16 903 0 R] << >> 307 0 obj << >> /K 12 endobj /Pg 20 0 R /P 1238 0 R /S /Normal /S /Normal /P 1078 0 R /A 912 0 R >> << << We've updated our privacy policy. /S /Normal 52 0 obj /Pg 25 0 R /K 21 >> /K 14 127 0 obj /K 7 673 0 obj /A 838 0 R >> /P 11 0 R 164 0 R 165 0 R 166 0 R 167 0 R] 118 0 obj <> /P 11 0 R /P 304 0 R /Contents 827 0 R /S /Body#20Text /P 259 0 R /S /Normal >> /ExtGState << << << /S /Normal /TT2 813 0 R /S /Normal /A 1018 0 R << /Pg 24 0 R /A 1038 0 R /P 1097 0 R 391 0 obj /Contents 826 0 R /P 11 0 R endobj /A 840 0 R << << /S /Body#20Text#20Indent /P 1207 0 R >> /S /Normal /K 49 /Type /Metadata 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 endobj /Pg 28 0 R /Pg 25 0 R /P 11 0 R /A 839 0 R /K 16 << >> /Rotate 0 >> << /Pg 30 0 R endobj /A 840 0 R << /S /Normal /S /Normal /S /Normal >> << /P 1057 0 R 668 0 obj /P 11 0 R /K 26 << << 285 0 obj /K 0 << /S /Normal 42 0 obj /S /Normal /S /Normal /K 89 /A 839 0 R 565 0 obj 302 0 obj endobj endobj /K 17 /Pg 26 0 R /S /Normal << /StructParents 8 /Resources << >> /S /Body#20Text /P 933 0 R endobj /S /Normal >> endobj 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 /Type /Page /K 58 >> 314 0 obj endobj /K 29 /P 1181 0 R /P 1066 0 R /Pg 24 0 R 605 0 obj endobj /S /Normal <> /S /L /S /Normal endobj << /Pg 25 0 R /K 29 /A 1016 0 R /P 11 0 R 161 0 obj /S /Normal /S /Normal << /S /Body#20Text 573 0 obj /A 1034 0 R There are many approaches that can be employed to teach literature to below average group such as the information-based approach, language-based approach, personal response approach, paraphrastic approach and moral-philosophical approach. >> /A 977 0 R 326 0 obj 138 0 obj /S /Normal 788 0 R] /K 15 /K 22 Moody (1983: 23) /S /Normal /StructParents 0 >> endobj <> 678 0 obj endobj << >> /K 81 /A 912 0 R endobj >> /Pg 30 0 R /A 904 0 R >> endobj /Pg 25 0 R /TT0 801 0 R endobj /S /Normal /S /Normal << /ExtGState << /A 839 0 R /Pg 35 0 R /Contents 830 0 R 482 0 obj /S /Normal /S /Normal >> /S /Body#20Text << endobj << /S /Body#20Text 561 0 obj /K 39 /A 912 0 R /Pg 37 0 R endobj /Pg 22 0 R /S /Normal >> endobj >> >> 88 0 obj /A 1038 0 R >> >> endobj endobj /A 839 0 R /K 15 How the teacher will use a literary text depends on the model they choose. /ExtGState << >> /A 915 0 R 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 /P 1190 0 R << /A 838 0 R /K 33 /P 948 0 R >> endobj /A 912 0 R Teachers skipping parts of a story to move on to the better ones is also part of collaborative learning, which is paraphrastic approach of Carter and Long (1991). /Pg 23 0 R endobj << /A 840 0 R 234 0 obj /A 840 0 R << /K 87 /P 236 0 R /Pg 24 0 R /P 1228 0 R /A 839 0 R /K 7 endobj /S /Normal 67 0 obj 758 0 obj << /Type /Pages /S /Normal /K 51 /Pg 22 0 R /P 11 0 R >> /Pg 23 0 R 674 0 obj /Pg 22 0 R << 511 0 obj /K 59 767 0 R] >> /S /Normal /Contents 825 0 R /K 17 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. >> endobj /A 918 0 R 139 0 obj /Pg 30 0 R /P 1251 0 R endobj /Pg 27 0 R >> endobj /StructParents 18 >> /P 11 0 R /Pg 33 0 R endobj /Pg 29 0 R /A 857 0 R /K 27 << >> endobj << /S /Normal /MC0 807 0 R >> >> /MC0 807 0 R /S /Body#20Text >> 616 0 obj /K 3 /A 912 0 R /P 1076 0 R endobj /K 36 >> /Pg 34 0 R >> /K 9 >> << 597 0 obj 181 0 obj /StructParents 23 /S /Link endobj Analyses for this brief used publicly available school-level . 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 /K [16 887 0 R] /P 235 0 R >> endobj >> /SourceModified (D:20080421080735) /A 840 0 R << 396 0 obj /A 918 0 R endobj /A 896 0 R Acrobat PDFMaker 7.0 for Word /K 5 >> /A 838 0 R /K 39 The study was conducted in 18 rural schools. /Pg 25 0 R << 275 0 obj /S /Body#20Text /P 1258 0 R /S /Normal /P 11 0 R /K 15 /Pg 18 0 R endobj /S /Normal >> endobj /K 3 384 0 obj /K 27 /S /Normal /P 1101 0 R /A [899 0 R] /Pg 16 0 R /S /Normal /K 48 /P 1012 0 R /A 838 0 R /K 4 >> /S /Normal << /A 840 0 R 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. endobj /A 927 0 R /Pg 34 0 R The transactional theory signifies that both the reader and the text play important roles in the formation of meaning. /Pg 20 0 R << endobj /K 22 /K 2 /Pg 22 0 R /Pg 35 0 R /A 915 0 R /S /Normal 568 0 obj /P 11 0 R 478 0 R 479 0 R 480 0 R 481 0 R 482 0 R 483 0 R 484 0 R 485 0 R 486 0 R 487 0 R >> /Pg 29 0 R /A 1038 0 R /MediaBox [0 0 595.22 842] endobj endobj /Pg 37 0 R /MediaBox [0 0 595.22 842] /A 840 0 R endobj /K 2 /S /Normal >> endobj /S /Normal 135 0 obj /Parent 9 0 R 500 0 obj >> /Pg 25 0 R /K 10 /K 4 /Im1 809 0 R /Pg 28 0 R << 325 0 obj /P 989 0 R 25 0 obj >> The paper summarises relevant literature, 638 0 obj /A 839 0 R /Pg 31 0 R /Pg 20 0 R 450 0 obj >> 512 0 obj /Pg 25 0 R endobj /Pg 21 0 R /A 977 0 R endobj /P 11 0 R /K 35 /K 57 /A 927 0 R endobj 647 0 obj << << /S /Body#20Text /K 7 /K 33 /A 915 0 R endobj << endobj /CropBox [0 0 595.22 842] /A 840 0 R >> /S /Table /P 11 0 R /Pg 30 0 R >> /S /Normal /K 101 >> /S /Normal /S /Normal /P 1200 0 R /Pg 22 0 R 58 0 obj /A 1034 0 R /A 839 0 R /TT0 801 0 R >> >> /Pg 22 0 R endobj >> /P 11 0 R /P 1044 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 endobj << /A 840 0 R <> The study was anchored on the concept that successful literature teaching requires the use of different approaches and classroom activities or strategies. <> >> endobj 775 0 obj endobj << << endobj /A 992 0 R /Pg 29 0 R >> /Pg 22 0 R /A 839 0 R /Pg 17 0 R /K 68 /S /Normal endobj /P 11 0 R /Pg 25 0 R endobj 431 0 obj There are various approaches that can be employed in the teaching of literature, namely the information-based /P 1135 0 R endobj /K 9 /A 1038 0 R /P 11 0 R 288 0 obj << 258 0 obj >> 53 0 obj This study aimed to explore the effectiveness of certain teaching approaches in a literature classroom in an English as a Foreign Language (EFL) setting. 518 0 obj /S /Normal /Pg 23 0 R endobj << endobj /P 1119 0 R Acrobat Distiller 7.0 (Windows) endobj << << >> 688 0 obj hbbd```b`` "H Rp9 &@$[+]"Y4o /Pg 30 0 R >> /StructParents 12 >> << >> /P 928 0 R endobj /K 1 >> endobj endobj 433 0 obj endobj /K 14 << /CropBox [0 0 595.22 842] << endobj /P 11 0 R 67 0 R 390 0 R 391 0 R 392 0 R 69 0 R 70 0 R 71 0 R 393 0 R 394 0 R 395 0 R << endobj << 102 0 obj /Pg 34 0 R endobj /P 1077 0 R >> /P 11 0 R /A 1016 0 R >> /S /Normal /Pg 26 0 R 28 0 obj /P 11 0 R /P 926 0 R /Type /Page >> /Pg 21 0 R << /K 27 <> /A [877 0 R] /OCProperties << /K [785 0 R 786 0 R 787 0 R 788 0 R] >> << << /S /Normal /GS0 808 0 R >> >> /A 840 0 R /A [894 0 R] /S /Body#20Text /Pg 22 0 R /A 840 0 R 485 0 obj /P 11 0 R 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 >> /S /Normal << endobj /S /Normal /P 1011 0 R 133 0 obj 315 0 obj 609 0 obj 321 0 obj << 543 0 obj 757 0 R 758 0 R 759 0 R 760 0 R 761 0 R 762 0 R 763 0 R 764 0 R 765 0 R 766 0 R >> /A 838 0 R /P 983 0 R << /Pg 23 0 R /A 913 0 R 547 0 obj /Pg 15 0 R /Pg 36 0 R /Pg 22 0 R 522 0 obj /GS0 808 0 R >> << /Pg 25 0 R >> 26 0 obj /A 984 0 R endobj /K 2 /K 16 << endobj >> >> >> /P 11 0 R 563 0 obj << /P 11 0 R /P 1169 0 R 360 0 obj /A 918 0 R /Pg 34 0 R /Pg 30 0 R /P 968 0 R 324 0 obj 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 /P 1186 0 R 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 33 >> << /Pg 21 0 R /TT1 803 0 R << /A 838 0 R /MediaBox [0 0 595.22 842] 581 0 obj /A 912 0 R /P 1218 0 R /S /Normal /A 1038 0 R << 698 0 obj /P 933 0 R 189 0 obj endobj 250 0 obj /P 11 0 R /Endnote /Note /Pg 22 0 R /P 235 0 R 777 0 obj >> 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. /S /Normal /K 1 >> /K 73 /P 11 0 R endobj /A 912 0 R endobj endobj endobj endobj 389 0 obj /A 857 0 R /S /Normal My review of the literature on poetry writing indicates that there are three major approaches to the teaching of poetry writing: models approach, activities approach, and models and activities approach. /S /Normal << 545 0 obj /A 840 0 R endobj 739 0 obj /K 30 /Pg 17 0 R /P 11 0 R 535 0 obj /S /Normal 706 0 obj pigella miraculous ladybug power. Longman, 1991 - Education - 200 pages. /Pg 35 0 R >> /K 2 << /A 839 0 R /A 876 0 R /P 1064 0 R /A 838 0 R 454 0 obj /TT2 803 0 R /A 1018 0 R /P 1009 0 R endobj /A 1038 0 R >> /Pg 28 0 R /Pg 25 0 R /A 839 0 R /GS0 808 0 R /A 857 0 R These models have been incorporated in various approaches in the teaching of literature. /A 915 0 R /Rotate 0 /P 1007 0 R << >> /P 11 0 R >> 437 0 obj endobj /S /Body#20Text /S /Normal /P 847 0 R /A 1034 0 R <> /S /Body#20Text 575 0 obj /A 912 0 R /K 38 /K 25 /S /Normal /A 839 0 R >> /S /Normal /A 915 0 R /Pg 23 0 R /K 2 << >> /Pg 34 0 R /A 912 0 R /K 5 >> /Pg 22 0 R 244 0 obj /S /TextBox /K 3 << 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 /A 915 0 R 550 0 obj /S /Normal /TT0 801 0 R 726 0 R 727 0 R 728 0 R 729 0 R 730 0 R 731 0 R 732 0 R 733 0 R 734 0 R 735 0 R << /CreationDate (D:20080423093015+08'00') /Pg 23 0 R /S /Normal /S /Normal >> >> >> endobj endobj >> <> << /A 838 0 R come to actualities /Rotate 0 /Pg 35 0 R /A 1038 0 R endobj endobj >> >> /S /Normal endobj endobj 412 0 obj >> /Type /Pages /P 11 0 R /K 30 /Pg 26 0 R /A 1034 0 R << << /Author (User) endobj /S /Normal >> endobj /A 924 0 R 473 0 obj /P 234 0 R /S /Body#20Text /A 839 0 R endobj /P 1239 0 R >> endobj <> /Font << /K 8 /K 51 /K 14 >> /S /Normal /A 879 0 R /P 11 0 R 1. /P 1205 0 R /A 1038 0 R endobj >> endobj endobj /K 15 endobj >> /Pg 30 0 R /K 6 297 0 obj /P 1082 0 R >> >> >> >> /P 11 0 R /A 1038 0 R /S /Normal endobj /TT1 803 0 R << << >> /P 11 0 R << /A [865 0 R] 644 0 obj endobj /Type /Catalog /P 1096 0 R /A 838 0 R /ProcSet [/PDF /Text] /Pg 22 0 R /A 840 0 R 611 0 obj /P 1031 0 R /P 1113 0 R /S /Normal /StructParents 13 >> << >> /S /Normal endobj /K 47 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. endobj 123 0 obj /Pg 30 0 R /S /Normal 99 0 obj << /Pg 24 0 R endobj /Pg 29 0 R /P 11 0 R /Pg 34 0 R /S /Normal >> Plato wrote in Republic that literature's purpose is to instruct the audience in morality; Aristotle, although Plato's student, resolutely disagreed and believed literature was an experience for the audience (for example, feeling catharsis through a hero's tragic downfall . /Pg 22 0 R << /Pg 30 0 R endobj /Pg 36 0 R /S /Normal /Pg 29 0 R >> >> 395 0 obj /A 840 0 R >> /K 3 /Pg 25 0 R >> Likewise, people ask, what is the transactional theory of reading? /S /Normal /Pg 20 0 R endobj

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paraphrastic approach in teaching literaturespring at the silos 2021 vendor application

paraphrastic approach in teaching literature