paraphrastic approach in teaching literature

/K 52 /S /Normal endobj >> >> >> By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. /A 1038 0 R >> /Pg 23 0 R 651 0 obj /S /Normal /S /Normal << /A 912 0 R /Pg 29 0 R /A 912 0 R "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 9 << 454 0 obj endobj >> /S /Normal >> << >> One of the best places to start is the theme, or the central topic that a text covers. >> /Pg 16 0 R /K 11 endobj endobj endobj /Pg 29 0 R /K 34 /P 928 0 R >> /Pg 25 0 R /A 912 0 R endobj endobj >> >> >> 738 0 obj 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 325 0 obj /A 927 0 R /Pg 26 0 R hb```a``z "@1V,0 ,Gx2t)^`}yss%H:9B.(aU*-w N\6^Z^q[0,t2T*6!1`Qb(. /Pg 23 0 R endobj /S /Normal <> /GS0 808 0 R /P 11 0 R /K 7 << /K 28 >> /A 986 0 R /P 11 0 R /S /Normal endobj /A 912 0 R /Pg 32 0 R /A 886 0 R TCRWP approach, a curriculum and professional development for teaching reading and writing, is widely used across the country and around the world. /Pg 23 0 R /A 915 0 R 789 0 obj >> 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. << >> /Contents 828 0 R >> /K 15 endobj /P 11 0 R /P 1134 0 R << /Pg 23 0 R /A 840 0 R /S /Normal /P 1216 0 R 739 0 obj /K 40 /K 12 endobj /CropBox [0 0 595.22 842] /TT1 803 0 R << endobj /K 39 /A 840 0 R 619 0 obj /P 11 0 R /K 89 631 0 obj /A 840 0 R >> /P 1044 0 R 202 0 obj /K 7 /Pg 17 0 R /Author (User) >> /P 1136 0 R 583 0 obj /S /Normal endobj /K 45 endobj /P 11 0 R /CS0 [/ICCBased 823 0 R] /Rotate 0 >> >> /A 839 0 R /K 32 >> /S /Normal /K 29 << /A 1038 0 R /P 11 0 R /P 11 0 R endobj /P 11 0 R /PageLabels 6 0 R /K 9 endobj /S /Sect /Pg 31 0 R >> /Pg 24 0 R >> /K 13 /K 16 /TT0 801 0 R /S /Normal /P 1091 0 R >> /K 11 >> /S /Normal /K 3 /S /Normal 489 0 obj >> 36 0 obj /A 839 0 R >> /P 11 0 R /A 840 0 R 278 0 obj endobj /P 1181 0 R /Pg 33 0 R << endobj /Pg 22 0 R /S /Body#20Text >> /Pg 31 0 R /P 11 0 R << /TT0 801 0 R /A 864 0 R /Pg 35 0 R >> /A 913 0 R endobj /K 24 >> 438 0 obj /Pg 22 0 R /Pg 29 0 R endobj /K 15 /P 1094 0 R /Properties <> endobj endobj << 448 0 obj /Pg 19 0 R /A 915 0 R /S /TextBox Strategies to overcome cultural problems in language . /Properties << /K 9 This study also investigates the learner's detailed responses . /ProcSet [/PDF /Text] /A 840 0 R 357 0 obj << /S /Body#20Text endobj 114 0 obj 652 0 obj /Pg 24 0 R endobj The results of the study revealed that instructors preferred personal-response approach and paraphrastic approach in the teaching of Philippine Literature. /Pg 31 0 R /S /Normal /P 1062 0 R /K 54 /P 1028 0 R /MC0 807 0 R endobj /A 912 0 R /A 840 0 R endobj /S /Body#20Text#20Indent /S /Normal /K 31 endobj /A 912 0 R >> /S /Normal endobj 35 0 obj <> 0 /P 235 0 R /P 954 0 R /A 838 0 R >> /S /Normal /S /Normal /A [865 0 R] >> /A 1018 0 R /Pg 24 0 R /A 977 0 R <> >> <> endobj << /Pg 36 0 R 510 0 obj /A 912 0 R >> >> endobj >> /A 977 0 R /S /Normal /A 838 0 R >> 778 0 obj << 112 0 obj /Pg 31 0 R 28 0 obj /K [843 0 R 844 0 R 845 0 R 846 0 R 847 0 R] << /A [899 0 R] >> /Contents 812 0 R /ProcSet [/PDF /Text] /RoleMap 13 0 R << << /S /Body#20Text /Pg 30 0 R << /S /Normal >> >> /K 53 /K 60 >> >> /A 839 0 R endobj /A 842 0 R /A 912 0 R >> /P 1211 0 R endobj /K 42 120 0 obj /Pg 26 0 R that did not adopt the approach. /S /Normal /P 926 0 R /S /Body#20Text /Pg 22 0 R /A 927 0 R >> << << /K 4 /A 840 0 R >> /Pg 29 0 R /P 11 0 R /S /Body#20Text /K 42 /S /Normal /S /Normal /K 10 endobj /K [19 856 0 R] << /Pg 15 0 R /P 11 0 R 482 0 obj /Pg 23 0 R /A 906 0 R /P 11 0 R /S /Body#20Text /A 838 0 R endobj endobj <> >> /K 26 >> /P 1219 0 R /P 11 0 R >> /Pg 34 0 R 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 /Pg 34 0 R /A 912 0 R /Pg 22 0 R /S /Normal /K 5 << endobj /S /Normal /S /Body#20Text 333 0 obj /StructParents 15 /S /Normal /P 1111 0 R >> endobj endobj /A 912 0 R /Pg 22 0 R 205 0 obj 230 0 obj >> 86 0 obj /S /Normal The study was conducted in 18 rural schools. endobj << /Pg 24 0 R >> >> /K 1 >> >> /K 6 /P 11 0 R /Font << /K 5 /P 1255 0 R << /Pg 23 0 R 457 0 obj /K 3 /GS0 808 0 R >> /S /Normal >> /S /Normal /A 915 0 R /Pg 22 0 R << << /P 234 0 R /S /Normal /ExtGState << 59 0 obj /K 46 /Pg 31 0 R /K 5 /Pg 24 0 R 402 0 obj /A 912 0 R 563 0 obj endobj /A 912 0 R /Font << endobj /Pg 29 0 R /P 235 0 R /P 959 0 R /Pg 17 0 R << endobj /K 8 /K 47 >> hbbd```b`` "H Rp9 &@$[+]"Y4o << /K [848 0 R 849 0 R 850 0 R] /Pg 22 0 R /S /Normal >> >> /A 1016 0 R /P 11 0 R endobj 771 0 obj /StructParents 0 /S /Normal 213 0 obj endobj /A 838 0 R 547 0 obj endobj /P 1194 0 R /K 45 /K 28 << /K 8 /K 44 /Type /Page endobj << /Pg 36 0 R /S /Body#20Text 69 0 obj /Resources << endobj /K 54 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. << /A 839 0 R >> /P 258 0 R /A 913 0 R /Pg 22 0 R /P 1260 0 R /Pg 29 0 R /CropBox [0 0 595.22 842] << >> /K 64 /S /Body#20Text /Pg 17 0 R /A 838 0 R /K 4 /P 971 0 R << /Pg 25 0 R 308 0 obj /Pg 22 0 R 119 0 obj /P 235 0 R /TT1 803 0 R endobj /S /Table >> >> << /Type /Catalog /S /Normal /K 28 /Pg 22 0 R endobj >> endobj /K 4 /P 11 0 R >> >> 621 0 obj endobj >> /MC0 807 0 R /Pg 22 0 R /A 840 0 R /Pg 25 0 R /S /Normal endobj << >> /S /Normal << endobj /A 840 0 R >> endobj >> 731 0 obj /P 11 0 R 790 0 obj >> /Pg 22 0 R >> /P 1195 0 R /A 840 0 R /A 840 0 R 75 0 obj International Journal of English Language Teaching Vol.5, No.3, pp.90-106, April 2018 ___Published by European Centre for Research Training and Development UK (www.eajournals.org) 90 Print ISSN: ISSN 2055-0820(Print), Online ISSN: ISSN 2055-0839(Online) A LITERATURE REVIEW OF TASK-BASED LANGUAGE TEACHING IN /K 17 /A 838 0 R /Pg 23 0 R 459 0 obj /P 236 0 R /K 25 /K 15 /A 840 0 R /K [785 0 R 786 0 R 787 0 R 788 0 R] << /MediaBox [0 0 595.22 842] /S /Normal /TT2 802 0 R /ExtGState <> endobj /Parent 8 0 R /Pg 29 0 R >> /A 915 0 R << << endobj /Pg 26 0 R /P 11 0 R /Pg 36 0 R << << endobj /K 36 585 0 obj /S /Normal >> /S /Normal /K 2 /P 1210 0 R /S /Body#20Text endobj /P 11 0 R >> 725 0 obj /A 912 0 R /P 1266 0 R << >> 178 0 obj /Pg 29 0 R /Pg 30 0 R endobj /A 840 0 R endobj /K 0 566 0 obj << Academia.edu no longer supports Internet Explorer. /TT0 801 0 R >> >> /S /Normal endobj /K 87 /Pg 23 0 R /P 1125 0 R << << /Pg 29 0 R << << /S /Normal >> << <> << endobj 317 0 obj /P 11 0 R << /A 838 0 R /Pg 17 0 R 727 0 obj /P 11 0 R /K 68 /K 0 >> /Pg 29 0 R /Pg 30 0 R /K 17 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. /P 1163 0 R /K 1 /K 13 /Pg 25 0 R /S /Normal << Some theories, issues and activities influencing acquisition of English as second language. endobj /Pg 22 0 R /P 11 0 R /S /Normal /K 47 << 409 0 obj /S /Body#20Text /K 29 << /A 840 0 R 139 0 obj >> Examines the place of literature in the EFL classroom and contains suggestions for activities designed to stimulate an interest in literature among . endobj /K 12 /Pg 18 0 R endobj /K 2 /K 3 /P 11 0 R /K 12 endobj << /P 946 0 R endobj endobj /A 892 0 R /A 992 0 R 24 0 obj endobj /P 11 0 R 345 0 obj /A 924 0 R 392 0 obj /Pg 31 0 R 26 0 obj /P 1239 0 R /Pg 35 0 R << /K 69 377 0 obj /K 17 /A 1034 0 R /S /Normal /P 1238 0 R You can read the details below. /Pg 37 0 R 446 0 obj << >> << /Pg 24 0 R >> /Pg 37 0 R /Pg 25 0 R << >> /Pg 36 0 R /K [757 0 R 758 0 R 759 0 R 760 0 R 761 0 R 762 0 R] /TT1 802 0 R << 109 0 obj >> /S /Normal >> /S /Body#20Text /A 840 0 R 50 0 obj endobj << >> >> /S /Body#20Text /A 915 0 R /A 912 0 R /S /Normal /Type /Page 259 0 obj endobj /A 1038 0 R /S /Normal 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 /Pg 35 0 R /TT2 802 0 R /P 1097 0 R << 275 0 obj /K 82 /Pg 23 0 R /K 15 /TT2 803 0 R /CropBox [0 0 595.22 842] /K 70 /Pg 26 0 R >> %PDF-1.6 % <> /A 918 0 R /P 11 0 R /K 84 /A 839 0 R By accepting, you agree to the updated privacy policy. endobj /S /Normal >> >> /GS0 808 0 R >> /P 1192 0 R << endobj /TT1 803 0 R /P 1206 0 R endobj >> endobj /Pg 22 0 R /S /Normal >> 576 0 obj /P 11 0 R /Pg 16 0 R /Pg 31 0 R /S /Normal 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 /Pg 25 0 R endobj /K 6 <> Components labelled as emotional . /Pg 30 0 R Every book that has onenot all dodevelops its theme differently, so organizing your curriculum around . 627 0 obj /K 40 48 0 R 49 0 R 50 0 R 51 0 R 52 0 R 53 0 R 54 0 R 55 0 R 56 0 R 57 0 R /A 994 0 R << >> /P 11 0 R /Pg 23 0 R /S /Body#20Text 180 0 obj /A 862 0 R <> endobj 706 0 obj 242 0 obj /A 1038 0 R /Pg 31 0 R /K 26 /A 838 0 R << >> << /A 912 0 R >> /S /Normal /Pg 30 0 R << /S /Normal << /Pg 19 0 R /K 5 << /S /Body#20Text << >> /K 21 /P 1118 0 R 541 0 obj endobj /TT0 801 0 R << endobj /S /Normal /P 11 0 R >> 657 0 obj /Resources << 334 0 obj These verses have been the subject of much debate and controversy among liberal-moderate Bible scholars, with some arguing that they reflect the cultural biases of the KJV translators . /Pg 23 0 R /K 2 endobj 650 0 obj >> /P 11 0 R /K 27 endobj endobj >> /A 913 0 R /A 912 0 R >> /P 11 0 R /P 1000 0 R /Pg 15 0 R endobj << 212 0 obj /K 23 /A 839 0 R endobj /S /Normal /K 50 >> /P 1169 0 R /S /Normal /S /Normal /Pg 22 0 R /P 11 0 R >> << /A 915 0 R /A 840 0 R >> /K 20 endobj <> /P 1230 0 R /A 902 0 R /Pg 29 0 R << /Pg 37 0 R << /Pg 21 0 R /Parent 8 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 /P 11 0 R /A 912 0 R /A 840 0 R 243 0 obj endobj /A 1023 0 R << /S /Normal 767 0 R] /P 1088 0 R << 89 0 obj 407 0 obj /Pg 20 0 R /P 979 0 R >> << /Pg 34 0 R There . 450 0 obj /K 83 >> << 115 0 obj /P 1103 0 R /Pg 36 0 R /P 11 0 R /K 21 /P 1010 0 R << 386 0 obj >> % /S /Normal /A 839 0 R /P 11 0 R 772 0 obj /Font << >> /MC0 807 0 R /Pg 35 0 R /K 37 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'. << 561 0 obj /Pg 29 0 R /Pg 23 0 R /A 842 0 R /A 915 0 R >> >> >> endobj /Pg 25 0 R 93 0 obj >> /S /Normal /A 839 0 R endobj /A 922 0 R endobj /A 839 0 R /A 970 0 R /Pg 21 0 R /S /Normal /S /Normal 49 0 obj /A 840 0 R endobj << /A 1038 0 R endobj /Pg 36 0 R /S /Normal << >> /A 915 0 R 379 0 obj /Pg 30 0 R /A 839 0 R << /GS0 808 0 R >> endobj /A 1034 0 R /Kids [8 0 R 9 0 R 10 0 R] endobj /P 1113 0 R /P 951 0 R /S /Normal /Properties <> >> endobj >> /S /Normal Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. endobj endstream endobj startxref /MC0 807 0 R /P 11 0 R Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. endobj /P 934 0 R >> >> /P 1052 0 R >> 13 [183 0 R 184 0 R 185 0 R 186 0 R 187 0 R 188 0 R 189 0 R] /TT1 803 0 R endobj << endobj /K 21 << << << endobj /A 1016 0 R /A 1234 0 R /K 37 /Pg 24 0 R /Pg 25 0 R 33 0 obj endobj /P 1214 0 R /P 1155 0 R /K 5 /A 912 0 R 144 0 obj /MC0 807 0 R >> endobj endobj /K 31 /StructParents 9 endobj >> /A 915 0 R 494 0 obj /Pg 29 0 R /A 912 0 R /MC0 807 0 R endobj /A 839 0 R endobj <> << <> /Pg 26 0 R /Pg 30 0 R /P 11 0 R << endobj >> /Contents 825 0 R 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 /A 839 0 R /S /Body#20Text /Pg 25 0 R /A 977 0 R /K 8 784 0 obj /CropBox [0 0 595.22 842] endobj >> /P 847 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 /K 18 /Type /Page << /Contents 827 0 R /S /Normal 381 0 obj /P 11 0 R /P 1197 0 R /A 1016 0 R /S /Normal 62 0 obj <> endobj /TT1 803 0 R /K 8 560 0 obj /K 3 << Approaches in Teaching Literature|Teaching Literature 12,530 views Nov 17, 2020 208 Dislike Share Sir Chan This video discusses some of the most common approaches used when teaching. 277 0 obj >> /S /Normal /K 24 /S /Normal << /S /Body#20Text << 77 0 obj /Pg 18 0 R /Pg 31 0 R /S /Normal /Pg 24 0 R /S /Normal /S /Normal /MC0 807 0 R >> /K 25 << endobj /P 11 0 R /ProcSet [/PDF /Text] >> /Rotate 0 /Parent 9 0 R /P 11 0 R /S /Normal endobj /Pg 25 0 R >> endobj endobj /A 1034 0 R << /S /Normal /P 1014 0 R /CropBox [0 0 595.22 842] /A 840 0 R /S /Normal /Pg 24 0 R /Rotate 0 /S /Normal << endobj /S /Normal 539 0 obj << >> /S /Normal << /ProcSet [/PDF /Text] /Pg 22 0 R /S /Normal /Pg 17 0 R 390 0 obj endobj /K 52 >> /A 915 0 R /K 66 /S /Normal endobj /TT2 813 0 R /CropBox [0 0 595.22 842] /A 915 0 R endobj /K 874 0 R /StructParents 18 /A 1038 0 R /K 3 << endobj endobj 439 0 obj 490 0 obj /Count 10 /K 895 0 R 150 0 obj endobj /A 918 0 R 479 0 obj << >> << /Pg 34 0 R 632 0 R 633 0 R 634 0 R 635 0 R 636 0 R 637 0 R 638 0 R 639 0 R 640 0 R 641 0 R /Pg 24 0 R << >> >> << /S /Body#20Text 532 0 obj /P 1148 0 R Acrobat Distiller 7.0 (Windows) /K 19 /A 1018 0 R /S /Normal /P 11 0 R /K 9 endobj /K 4 /A 839 0 R /K 4 endobj endobj /Pg 29 0 R /S /Normal endobj TEACHING APPROACH. /Parent 8 0 R 258 0 obj endobj endobj /A 840 0 R >> << /A 1038 0 R /S /Body#20Text /K 2 /A 915 0 R >> 478 0 obj /P 11 0 R << endobj /K [779 0 R 780 0 R 781 0 R 782 0 R 783 0 R 784 0 R] >> endobj /Pg 23 0 R /K 8 >> /ProcSet [/PDF /Text] /K 7 >> >> . /Pg 35 0 R /A 869 0 R to "provide a framework, /A 915 0 R >> << 48 0 R] endobj /Pg 30 0 R /P 1208 0 R /P 1184 0 R /Rotate 0 /K 4 /A 840 0 R /P 11 0 R 505 0 obj endobj /S /Normal >> /Pg 35 0 R /A 915 0 R >> >> /P 1186 0 R >> /S /Body#20Text The paper summarises relevant literature, 292 0 obj 755 0 obj /Pg 20 0 R 353 0 obj /Pg 16 0 R << >> >> /S /Body#20Text endobj It is helpful in. endobj >> While comprehension is a necessary first step, looking deeper, at the intent, purpose, or meaning of the book is also essential. /A 977 0 R /S /Body#20Text /P 1124 0 R >> /K 12 /K 54 458 0 obj 455 0 obj 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 << << 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 673 0 obj /P 1003 0 R /A 1034 0 R endobj >> /A 927 0 R endobj >> >> /K 25 << >> /K 15 200 0 obj /StructParents 23 /A 912 0 R endobj 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? endobj Many endobj /P 1189 0 R 310 0 obj /Pg 16 0 R /Pg 36 0 R /StructParents 17 /Pg 29 0 R /S /Normal /P 1061 0 R /K 681 0 R 326 0 obj << /A 840 0 R >> 437 0 obj >> /Pg 22 0 R >> /A 902 0 R endobj /A 875 0 R endobj /P 11 0 R /TT2 803 0 R Download now of 18 Approaches to Teaching Literature Overview Methods must: show how language, literature and composition are inseparable show how teachers can teach them in a logical organized manner show the necessity and means of skills instruction (spelling, vocabulary, reading, library, dictionary skills) Overview Methods must: /P 11 0 R >> >> << /P 11 0 R /Pg 27 0 R endobj 291 0 obj /K 7 531 0 obj /P 1008 0 R /Pg 29 0 R /StructParents 5 /K 66 Then, they turn the card into the reader. /S /Normal << 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 /Pg 25 0 R << /A 912 0 R /S /Normal 775 0 obj /Pg 31 0 R << /S /Normal >> /P 11 0 R 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 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 177 0 R /MediaBox [0 0 595.22 842] << /A 1038 0 R /K 43 /Pg 25 0 R /K 10 << /Pg 29 0 R >> /S /Body#20Text /Pg 25 0 R /K 55 101 0 obj /S /Superscript /P 11 0 R /S /Normal << 63 0 obj 551 0 obj << /K 15 705 0 obj /A 915 0 R /TT0 801 0 R 216 0 obj << endobj /TT2 802 0 R

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