paraphrastic approach in teaching literature

406 0 obj /K 60 508 0 obj /A 839 0 R Passman (2000) applied the student-centered teaching approach to teaching social studies to 5th-graders in one classroom. /K 31 It's called www.HelpWriting.net So make sure to check it out! 768 0 obj /K 8 /P 1172 0 R << endobj << /P 11 0 R /Pg 29 0 R 595 0 R 596 0 R 597 0 R 598 0 R 599 0 R 600 0 R 601 0 R 602 0 R 146 0 R 147 0 R /P 11 0 R /Pg 31 0 R /P 11 0 R ] /P 993 0 R 157 0 obj /K 12 << /K 8 /A 912 0 R << /Pg 25 0 R /Pg 35 0 R /K 9 endobj endobj /Pg 15 0 R endobj /K 5 <> >> >> << << /Pg 29 0 R >> /A 1038 0 R >> /S /Normal 457 0 obj /P 1005 0 R /P 11 0 R >> /StructParents 8 /K 10 /A 912 0 R /S /Body#20Text /P 1176 0 R /P 11 0 R /S /Normal /Pg 25 0 R /A 839 0 R >> /Pg 23 0 R >> /K 4 /P 1075 0 R 117 0 obj /Properties << /K 62 << /Pg 25 0 R /Pg 36 0 R >> << /P 11 0 R /P 11 0 R 730 0 obj Cultural model is a traditional approach to teaching literature that aims to understand and appreciate cultures and ideologies different from one's own in time and space. << Group members (except for the reader) each paraphrase the text in their own words, writing their paraphrase on a blank index card. 551 0 obj 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 /P 11 0 R /S /Normal /Pg 29 0 R 306 0 obj /Pg 23 0 R 653 0 obj /A 857 0 R /MarkInfo << /Type /Page >> 321 0 obj /P 1251 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. /A 927 0 R /A 838 0 R << 580 0 obj >> >> >> >> /P 11 0 R /Pg 29 0 R << endobj 219 0 obj /K 11 /K 72 183 0 obj 534 0 obj /Pg 23 0 R >> >> /Pg 21 0 R << /K 25 >> /A 912 0 R /K 18 /Pg 27 0 R /K 80 /K 15 >> /K 58 /K 88 /Type /Page >> /Pg 23 0 R /P 11 0 R /OCGs [4 0 R] /A 838 0 R /P 1014 0 R /S /Normal /Pg 30 0 R endobj /Pg 26 0 R 642 0 R 643 0 R 644 0 R 645 0 R 646 0 R 647 0 R 648 0 R 649 0 R 650 0 R 651 0 R /A 915 0 R /A 840 0 R /ProcSet [/PDF /Text] endobj /P 1113 0 R /Pg 26 0 R /P 11 0 R >> /S /Body#20Text 480 0 obj endobj /Pg 18 0 R /SourceModified (D:20080421080735) endobj /Pg 25 0 R /P 11 0 R endobj >> The transactional theory signifies that both the reader and the text play important roles in the formation of meaning. /K 5 /Pg 29 0 R /GS0 808 0 R >> endobj /P 1108 0 R 26 0 obj /Type /Page << /Pg 31 0 R >> /A 915 0 R /Pg 25 0 R /K 35 endobj /CropBox [0 0 595.22 842] /K 8 /CropBox [0 0 595.22 842] /S /Normal 253 0 obj /P 1164 0 R << /K 17 << << /S /Normal /S /Normal >> << /S /Normal /A 912 0 R /K 52 >> /S /Normal /Type /Pages 491 0 obj << << 297 0 obj >> /K 40 /A 840 0 R >> /S /Body#20Text /S /Normal >> endobj /A 977 0 R /K 26 /K 79 /K 51 /MC0 807 0 R >> << /Pg 36 0 R /A 915 0 R endobj >> /A 977 0 R 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 /Contents 825 0 R /A 840 0 R /K 56 /A 880 0 R /K 30 >> /Pg 30 0 R /K 69 /P 11 0 R /Pg 24 0 R /S /Normal /Pg 20 0 R /P 1048 0 R /P 1036 0 R /Pg 25 0 R endobj << /K 86 >> /Pg 26 0 R /P 713 0 R /A 912 0 R /A 1016 0 R /K [16 903 0 R] << /S /Normal /S /Normal << /A 840 0 R >> endobj /Pg 17 0 R /S /Body#20Text /ExtGState << endobj /Rotate 0 /Pg 25 0 R /P 1105 0 R /A 977 0 R /P 11 0 R /P 235 0 R /Font <> << >> /S /Body#20Text /S /Normal /Pg 22 0 R /Pg 17 0 R >> 61 0 obj /K 39 /S /Body#20Text /Font << << endobj /A 839 0 R /A 1016 0 R 772 0 obj 400 0 obj << << >> /PageLabels 6 0 R /K 11 << /Pg 23 0 R << 560 0 obj <> /P 958 0 R 703 0 obj 265 0 obj /A [877 0 R] endobj >> /Pg 24 0 R /MediaBox [0 0 595.22 842] /Pg 25 0 R endobj /P 11 0 R << endobj /P 11 0 R endobj >> << endobj << endobj /TT1 803 0 R endobj /Pg 22 0 R /S /Normal endobj >> /S /Body#20Text /Type /Page endobj endobj endobj << /A 912 0 R /A 838 0 R /S /Normal /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 /S /Body#20Text 20 0 obj >> /MediaBox [0 0 595.22 842] /A 977 0 R << /Pg 36 0 R /S /Normal endobj >> 338 0 obj /Pg 26 0 R /P 934 0 R 636 0 obj /P 1194 0 R >> 270 0 obj /P 11 0 R /P 11 0 R /S /Normal >> /K 38 /TT0 801 0 R /A 880 0 R /P 1064 0 R >> endobj /A 840 0 R /TT0 801 0 R 705 0 obj /A 838 0 R << endobj 3 0 obj 448 0 obj /A 912 0 R >> endobj (2009 . /Pg 27 0 R << << 72 0 obj /ProcSet [/PDF /Text] /K 17 /K 7 /K 1 >> 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 endobj >> /P 11 0 R /A 840 0 R 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] 90 0 obj >> /Pg 25 0 R /A 840 0 R 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 << 163 0 obj <> /K 28 /K 43 << endobj /A 838 0 R /Pg 31 0 R /Pg 37 0 R << /A 857 0 R 63 0 obj /TT2 802 0 R /S /Normal >> 719 0 obj /K 17 /ExtGState << endobj /Pg 24 0 R /K 24 >> /P 961 0 R endobj /A 1026 0 R /S /Normal /P 1235 0 R >> 692 0 obj come to actualities 275 0 obj /S /Body#20Text >> endobj /S /Normal /P 11 0 R 394 0 obj /A 1034 0 R >> /GS0 808 0 R /K 31 /Pg 29 0 R /K 18 /Pg 36 0 R /K 36 endobj /A 992 0 R >> /S /Body#20Text /S /Normal >> /K 74 >> /StructParents 17 >> << /Pg 24 0 R /A 910 0 R /P 1072 0 R 172 0 obj /S /Normal /A 912 0 R << /S /LBody << /A 912 0 R endobj /Font <> /A 918 0 R >> << >> 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 endobj 1 [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 endobj 374 0 obj << /K 2 /K 35 /K 30 endobj 487 0 obj >> <> /Pg 16 0 R 488 0 R 489 0 R 490 0 R 138 0 R] >> /P 944 0 R hb```a``z "@1V,0 ,Gx2t)^`}yss%H:9B.(aU*-w N\6^Z^q[0,t2T*6!1`Qb(. endobj /K 27 /P 11 0 R 228 0 obj << %PDF-1.6 % >> /S /Normal 121 0 obj << endobj << /A 970 0 R /K 36 >> /A 977 0 R >> /S /Body#20Text /K 29 /K 7 /Font << endobj /K 5 endobj 16 0 obj >> 71 0 obj 635 0 obj /S /Normal 459 0 obj 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 >> /K 0 /Pg 23 0 R /Pg 23 0 R endobj << 766 0 obj << /A 838 0 R /A 840 0 R endobj /A 912 0 R << >> /S /Normal endobj << << /K 47 /P 1209 0 R << >> /S /Normal /P 11 0 R endobj 367 0 obj /K 64 758 0 obj 16 [232 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 248 0 R /P 1142 0 R /S /Normal /S /Normal /P 1241 0 R 523 0 obj << /A 918 0 R 222 0 obj /K 16 /K 53 /A 840 0 R /K 4 /S /Body#20Text#20Indent /Pg 17 0 R << endobj /K 47 endobj /S /Body#20Text An appreciation and deeper understanding of important human concerns and human literary works. /Normal /P /Pg 18 0 R /A 840 0 R 286 0 obj /A 992 0 R /A 918 0 R Examines the place of literature in the EFL classroom and contains suggestions for activities designed to stimulate an interest in literature among . >> /P 11 0 R /S /Normal 763 0 obj /K [16 907 0 R] /S /Body#20Text 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 164 0 obj /Pg 35 0 R /P 11 0 R /CropBox [0 0 595.22 842] endobj /S /Normal endobj endobj /S /Normal /A 922 0 R /A 1038 0 R /Pg 25 0 R /P 11 0 R /K 19 /Pg 36 0 R 227 0 obj /Pg 35 0 R /Pg 17 0 R >> /Pg 35 0 R >> /A 915 0 R endobj /K 40 endobj endobj /A 838 0 R /K 65 /K 50 /Pg 17 0 R /Pg 31 0 R /K 66 462 0 obj 455 0 obj endobj /S /Normal /Pg 23 0 R /S /Body#20Text >> << /S /Normal /Pg 27 0 R /Parent 8 0 R 185 0 obj 622 0 obj 128 0 obj /Parent 8 0 R /Pg 20 0 R endobj endobj /A 915 0 R 104 0 obj << 597 0 obj /K 24 << >> /A 915 0 R << << >> /K 22 >> /Pg 22 0 R << /Pg 29 0 R 722 0 obj 456 0 obj /P 1186 0 R /S /Normal /Pg 37 0 R /S /Normal /A 840 0 R 773 0 obj /K 6 /A 918 0 R /A 1161 0 R /P 11 0 R /K 51 << /Pg 22 0 R /S /Superscript << << /A 839 0 R 784 0 obj endobj /Pg 33 0 R endobj << /A 839 0 R /A 1034 0 R >> /A 838 0 R /P 959 0 R << >> 9 Approaches to Teaching Literature | Prestwick House /S /Normal << 699 0 obj 322 0 obj Education Sciences | Free Full-Text | Teaching Science Using /Pg 22 0 R /MC0 807 0 R << /A 839 0 R 663 0 obj /K 7 /S /Normal /S /Normal endobj /S /Normal /Pg 31 0 R /Pg 20 0 R endobj /A 839 0 R endobj >> /S /Body#20Text endobj /K 20 /CropBox [0 0 595.22 842] /Pg 23 0 R /S /Normal endobj endobj /K 16 /K [8 705 0 R] >> /P 11 0 R /K 1 /S /Normal >> /P 1097 0 R 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 << One of the best places to start is the theme, or the central topic that a text covers. /A 840 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 24 0 R >> /A 893 0 R /A 918 0 R 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 TEACHING APPROACH It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom.An approach is a way of looking at teaching and learning. /P 11 0 R >> /P 11 0 R /A 912 0 R /S /Normal /S /Normal >> >> << endobj << /Pg 32 0 R /MC0 807 0 R >> /A 838 0 R /TT1 803 0 R 787 0 obj >> /Pg 25 0 R /Type /Page >> >> Approaches to teaching literature. An overview >> /K 32 /K 50 /A 992 0 R /S /Normal three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Information-based Approach and Language-based Approach. /Pg 24 0 R /K 22 /S /Normal << endobj << 247 0 obj 657 0 obj /A 1034 0 R /A 924 0 R /S /Normal /K 85 << /S /Normal /S /LBody << /K 43 /K 37 /A 912 0 R endobj /S /Shape 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. endobj 599 0 obj /Properties << /K 23 /Pg 30 0 R /K 5 /S /Sect /A [873 0 R] /S /Normal /S /Normal /P 1052 0 R /P 935 0 R /K 28 >> 709 0 obj 638 0 obj /S /Normal /P 11 0 R /P 1054 0 R endobj >> /K 7 >> << >> endobj /S /Body#20Text /S /Normal /Properties << << << 767 0 obj /K [753 0 R 754 0 R 755 0 R 756 0 R] /K 15 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] /A 1018 0 R endobj /P 1030 0 R /A 1016 0 R /S /Normal /K [19 856 0 R] endobj /Pg 15 0 R /Pg 23 0 R 69 0 obj However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational "E". /Pg 29 0 R /Pg 17 0 R << >> /A 1016 0 R /A 838 0 R /P 11 0 R /Pg 22 0 R 188 0 obj >> /Pg 25 0 R /Pg 35 0 R endobj endobj /S /Normal /K 5 /Pg 36 0 R 67 0 obj >> <> /Rotate 0 466 0 obj >> /S /Normal /P 1208 0 R /P 1171 0 R endobj >> /K 2 /Pg 24 0 R /S /Body#20Text endobj /Type /Page /P 1193 0 R >> /A 918 0 R >> /K 24 >> 367 0 R] /P 1040 0 R 388 0 obj endobj /P 11 0 R /Pg 27 0 R Paraphrase Activities & Games | Study.com /ColorSpace << /A 1016 0 R /Font << endobj /K [69 872 0 R] << /S /Normal /Pg 30 0 R 202 0 obj /K 8 /P 11 0 R >> /S /Body#20Text 415 0 obj 36 0 obj endobj /S /Body#20Text /A 839 0 R /Pg 30 0 R 343 0 obj endobj 238 0 obj /K 83 /P 1246 0 R /S /Normal /Type /OCG /MC0 807 0 R /Resources << /K 1 >> endobj /A 912 0 R endobj >> /TT1 803 0 R /K [17 714 0 R] /S /Body#20Text endobj /P 11 0 R >> << endobj << /S /Body#20Text >> 720 0 obj 674 0 obj >> /A 1018 0 R 690 0 obj /P 1124 0 R endobj << /Resources << /K 18 Once all cards are in . endobj /A 839 0 R << /Pg 24 0 R << /S /Body#20Text /Pg 23 0 R /S /Normal /K 3 /S /Normal 777 0 obj /A 913 0 R /P 1227 0 R /Pg 22 0 R << /S /Normal >> 614 0 obj /K 10 /P 235 0 R /K 7 /S /Normal /S /Normal /Creator (Acrobat PDFMaker 7.0 for Word) /K 76 /S /Body#20Text 331 0 obj /MC0 807 0 R >> /S /TextBox /K 53 << endobj 266 0 obj <> << 535 0 obj << You can download the paper by clicking the button above. /K 4 /S /Body#20Text /K 25 /Type /Page >> endobj /Pg 25 0 R /S /Normal >> /S /Normal 623 0 obj /S /Normal /Pg 23 0 R /P 1240 0 R /A 1016 0 R endobj HtTMo0W1'RU B=T\Hivinw@K%f27mlf\Wxk,lU~BLIPaBDb$L*n//38,57NW;'3y /A 925 0 R 189 0 obj endstream endobj 63 0 obj <> endobj 64 0 obj <> endobj 65 0 obj <>stream >> 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. << /K 3 /K 11 /S /Normal /P 11 0 R << endobj /P 1008 0 R 569 0 obj >> 237 0 obj /S /Normal << The paper summarises relevant literature, /S /Normal 631 0 obj endobj /S /Normal endobj /K 1 >> /P 1120 0 R endobj >> >> >> endobj /S /Normal endobj << /A 1038 0 R /Properties << endobj 38 0 obj /A 904 0 R endobj >> << >> << 413 0 obj endobj /A 912 0 R /A 915 0 R /P 1152 0 R /CropBox [0 0 595.22 842] 205 0 obj /A 840 0 R /S /Normal Many 2. /Pg 24 0 R >> /A 840 0 R /P 981 0 R /S /TextBox /Pg 29 0 R /A 839 0 R /K 70 /Pg 23 0 R /Pg 22 0 R /Pg 34 0 R /P 11 0 R endobj /P 11 0 R << << /Pg 22 0 R /K 23 /K 14 /TT1 803 0 R /Pg 35 0 R /K 49 endobj >> << << /Pg 36 0 R /Type /Page << endobj /S /Normal /Pg 17 0 R /A 1038 0 R /LastModified (D:20080423093025) /A 838 0 R /P 947 0 R /A 838 0 R /K 6 /S /Normal 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 /Pg 17 0 R /P 233 0 R << 686 0 obj /Pg 23 0 R endobj << 330 0 obj /A 912 0 R /S /Body#20Text endobj /P 1213 0 R endobj << <> /Pg 34 0 R /S /Body#20Text /K 57 427 0 obj /Pg 25 0 R /S /Normal /A 1038 0 R /K 5 /K 25 /K 47 PDF Approaches Employed by Teachers in Teaching the Literature - Core /P 11 0 R /P 11 0 R endobj << << endobj >> >> APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS /S /Normal /A 1034 0 R /A 918 0 R /A 912 0 R >> 32 0 obj /A 1018 0 R endobj endobj endobj /Page#20Number /Span >> /Pg 15 0 R << What are the main approaches to teaching literature? - Quora >> endobj /P 258 0 R >> << endobj 296 0 obj /S /Normal /K 2 << >> /Pg 29 0 R << /K 13 << endobj endobj /Pg 24 0 R << 666 0 obj /A 912 0 R /S /Normal /Subtype /Artwork 136 0 obj << /K 7 endobj /K 38 /K 1 endobj /MediaBox [0 0 595.22 842] /K 43 /A 918 0 R /P 11 0 R /K [763 0 R 764 0 R 765 0 R 766 0 R 767 0 R] endobj /S /Body#20Text /P 11 0 R << endobj /P 11 0 R << /Pg 22 0 R << /A 840 0 R >> /K 81 /K 0 endobj /P 1099 0 R /A 918 0 R endobj /S /Normal /A 842 0 R 76 0 obj >> /A 1034 0 R >> . /Pg 30 0 R >> /P 1044 0 R /Pg 25 0 R 328 0 obj 517 0 obj /S /Body#20Text /TT1 803 0 R /S /Normal >> /K 11 /P 952 0 R 62 0 obj >> << /Pg 36 0 R /P 1168 0 R 54 0 obj << endobj /S /Normal /A 838 0 R /XObject << /K 55 /P 258 0 R << /A 927 0 R >> 404 0 obj /P 11 0 R /P 11 0 R >> /K 9 /P 1232 0 R /P 11 0 R >> /P 11 0 R endobj /K 15 328 0 R 329 0 R 330 0 R 331 0 R 332 0 R 333 0 R 334 0 R 335 0 R 336 0 R 337 0 R /P 11 0 R << /K 13 >> >> /P 11 0 R >> endobj >> /A 977 0 R /Pg 21 0 R /P 11 0 R /K 19 /S /Normal 290 0 obj >> << /K 5 176 0 obj /P 1103 0 R 626 0 obj << 133 0 obj >> /A 912 0 R 392 0 obj /P 935 0 R << endobj /S /Body#20Text /A 840 0 R >> 125 0 obj 771 0 obj >> /S /Normal /GS0 808 0 R /ProcSet [/PDF /Text] /P 11 0 R 242 0 obj /A 992 0 R /S /Normal /K 16 endobj /A 1018 0 R Approaches Employed by Teachers in Teaching Literature to Less /A 840 0 R /S /Normal /P 11 0 R /ExtGState << /TT1 803 0 R 490 0 obj /Pg 26 0 R endobj /Pg 30 0 R << << /A 1038 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 30 0 R This study used descriptive method of research among the forty . /P 1207 0 R << 634 0 obj >> /K 11 /P 1110 0 R /K 6 /S /Normal /K 8 >> 278 0 obj >> /TT2 802 0 R endobj endobj 216 0 obj << >> 422 0 obj >> /CropBox [0 0 595.22 842] endobj << 640 0 obj /K 3 581 0 obj /S /Body#20Text#20Indent 31 0 obj /Filter /FlateDecode /S /Body#20Text 2008-04-23T09:30:15+08:00 /Pg 30 0 R /A 912 0 R << 325 0 obj >> /K 891 0 R >> /S /Normal endobj endobj 526 0 obj endobj /K 9 /Pg 17 0 R /P 853 0 R << 347 0 obj << /Pg 25 0 R endobj 382 0 obj 113 0 obj 169 0 obj <> /S /Normal /K 15 /S /Normal 208 0 obj << >> /Pg 25 0 R /P 1174 0 R << /K 12 /K 3 << >> endobj >> Acrobat PDFMaker 7.0 for Word 446 0 obj /CropBox [0 0 595.22 842] /MC0 807 0 R /Pg 23 0 R /A 912 0 R 346 0 obj /K 21 /TOF /TOC /ColorSpace << /Pg 23 0 R >> 559 0 obj /S /Body#20Text >> /K 10 endobj /K 17 endobj /P 11 0 R /K 0 238 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 /K 3 /P 11 0 R /K 2 628 0 obj /Pg 23 0 R /S /Shape /S /Normal 563 0 obj /S /Normal /A 915 0 R <> endobj /A 840 0 R /A 839 0 R /A 840 0 R /Pg 18 0 R << /P 1237 0 R 99 0 obj 697 0 obj /A 840 0 R /A 840 0 R endobj << 695 0 obj /Superscript /Span 329 0 obj /Pg 22 0 R /Pg 23 0 R 307 0 obj <> /K 4 /K 878 0 R /TT2 802 0 R endobj >> /CropBox [0 0 595.22 842] >> 78 0 obj /A 915 0 R /A 1016 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] /Pg 34 0 R << /A 840 0 R >> 590 0 obj /Pg 20 0 R /P 11 0 R << /S /Normal 215 0 R] /Pg 15 0 R 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 /A 839 0 R /K 2 /A 977 0 R 6UL /efIYH2oS$ Yi 530120D5 L 742 0 obj 324 0 obj << /S /Body#20Text /Pg 23 0 R /S /Body#20Text#20Indent /A 918 0 R /Pg 23 0 R /Parent 8 0 R endobj 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 568 0 obj /K 866 0 R >> Therefore, one approach to teaching literature is to raise students' interest and to involve them through student-centred activities. /P 11 0 R >> << /P 11 0 R << /P 11 0 R /Pg 24 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 7 << << /S /Body#20Text /A 992 0 R /P 11 0 R 289 0 obj endobj 645 0 obj endobj << Moody (1983: 23) /K 10 /S /Normal << /Pg 20 0 R /K 19 << 268 0 obj Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary . /Pg 22 0 R /P 259 0 R >> /A 918 0 R /P 11 0 R /A 1038 0 R 642 0 obj endobj /Pg 24 0 R /P 11 0 R /A 840 0 R /K 12 /A 864 0 R /A 912 0 R /K 24 /A 927 0 R 729 0 obj 145 0 obj /A 840 0 R endobj << << << We present a human-interpretable, feature-based method to measure paraphrastic modification. << /S /Normal endobj endobj /S /Normal /P 1051 0 R /K 10 654 0 obj << /A 1034 0 R >> <> /S /Normal endobj /A 915 0 R /P 11 0 R >> /S /Normal /A 992 0 R /Pg 25 0 R >> 589 0 obj /K 27 /CropBox [0 0 595.22 842] /K 13 >> These models have been incorporated in various approaches in the teaching of literature. /Pg 37 0 R /P 11 0 R << << << >> endobj /P 11 0 R >> /S /Normal endobj /S /Normal /A 1034 0 R >> /P 919 0 R PDF Teaching of English Literature With Ict: an Innovative Approach /K 30 /Pg 15 0 R /Subtype /HF /P 1049 0 R /Pg 20 0 R >> /K 4 /K 6 All new items; Books; Journal articles; Manuscripts; Topics. /K 36 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. /K 42 endobj /P 11 0 R /K 5 /Pg 29 0 R /A 918 0 R /Pg 34 0 R /K 54 /P 1062 0 R /S /Normal /S /Normal /Pg 25 0 R /P 11 0 R /K 10 >> /S /Normal >> 398 0 obj /Pg 29 0 R 536 0 obj endobj 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 22 0 R >> /P 847 0 R /Pg 30 0 R /K 64 /Resources << /S /Normal >> /K 26 << /MediaBox [0 0 595.22 842] /K 99 /K 6 /P 1191 0 R 98 0 obj endobj 411 0 obj << /S /Normal 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. /P 1198 0 R endobj endobj /K 19 /S /TextBox << /Pg 27 0 R >> /K 22 /K 8 /K 18 /A 915 0 R 393 0 obj /S /Normal >> or sequence of operations 135 0 obj /K 13 different member states including the methodological approaches with regard to literary education. >> /K 6 /Pg 34 0 R endobj /P 11 0 R /S /Normal /Pg 22 0 R /Pg 20 0 R /Pg 31 0 R << Moral Philosophical Approach - eNotes.com /S /Body#20Text << << /A 1038 0 R /A 1034 0 R << /StructParents 13 /A 840 0 R /P 1253 0 R endobj 670 0 obj >> /P 1116 0 R /Pg 20 0 R /A 839 0 R >> 284 0 obj /A 1034 0 R 0 /A 840 0 R /A 924 0 R /Pg 29 0 R /Pg 18 0 R << 788 0 R] 564 0 obj /Pg 29 0 R /P 256 0 R /TOA /TOC Maria Moritz - ACL Anthology /S /Normal /K 44 >> /CropBox [0 0 595.22 842] 209 0 obj << Syntax; Advanced Search; New. /P 11 0 R endobj << /S /Normal endobj /Pg 33 0 R 279 0 obj >> /K 12 /S /Normal /P 11 0 R /Pg 19 0 R /Pg 37 0 R 64 0 obj 17 [255 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R] 612 0 obj /P 11 0 R endobj <> /P 1187 0 R /K 10 /P 11 0 R /A 918 0 R /K 14 260 0 obj endobj /S /Normal /P 1059 0 R /K 14 endobj >> endobj /Pg 34 0 R /K 8 /P 1112 0 R /Pg 23 0 R >> /TOAI /TOCI /Pg 23 0 R /MediaBox [0 0 595.22 842] /P 11 0 R endobj /A 840 0 R >> 18 0 obj >> /Pg 34 0 R 154 0 obj /S /Normal endobj 424 0 obj 716 0 R 717 0 R 718 0 R 719 0 R 720 0 R 721 0 R 194 0 R 195 0 R 196 0 R 197 0 R /Pg 22 0 R /A 839 0 R >> /Contents 821 0 R /K 4 342 0 obj /A 1038 0 R 713 0 obj /P 11 0 R /Pg 25 0 R /A 840 0 R << /S /Normal /Pg 15 0 R >> /P 1178 0 R /S /Normal endobj /P 259 0 R >> /K 38 /S /Normal /S /Normal /K 25 endobj TEACHING APPROACH. /Pg 26 0 R /Pg 23 0 R /A 881 0 R /P 11 0 R 750 0 obj /Pg 29 0 R /Pg 33 0 R /Type /Page endobj /A 839 0 R << /Pg 22 0 R /S /Body#20Text endobj 601 0 obj << /A 1016 0 R /K 16 (PDF) Approaches and Strategies in Teaching Philippine Literature /S /Normal >> << /A 838 0 R /K 19 /P 1146 0 R /P 11 0 R /A 857 0 R /ProcSet [/PDF /Text] /GS0 808 0 R /A 839 0 R /Rotate 0 /P 11 0 R /K 12 /A 840 0 R /Pg 23 0 R endobj 486 0 obj /Resources << /S /Normal /P 1027 0 R /P 957 0 R /P 11 0 R /S /Normal /A 977 0 R /Pg 22 0 R endobj >> 443 0 obj 481 0 obj 13 0 obj /P 11 0 R /K 19 /A 840 0 R endobj /A 912 0 R /A 1016 0 R /K 11 /A 912 0 R endobj /CropBox [0 0 595.22 842] /StructParents 3 << /Properties << 213 0 obj >> /S /Normal endobj /P 945 0 R endobj /S /Normal /Properties << application/pdf /K 9 endobj /A 992 0 R endobj endobj << 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 >> /S /Normal /S /Normal /A 840 0 R << /Pg 34 0 R >> /K 3 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. << /K 7 II. /A 915 0 R 678 0 obj /P 236 0 R 214 0 obj /A [882 0 R] /S /Normal 22 0 obj endobj /Contents 820 0 R /P 11 0 R /S /Normal endobj endobj /Resources << /Pg 23 0 R /A 840 0 R >> /TT2 803 0 R /P 11 0 R /K 18 endobj 139 0 obj endobj 726 0 obj /Pg 32 0 R /A 840 0 R /K 67 27 0 obj >> /Pg 30 0 R /Pg 22 0 R endobj