paraphrastic approach in teaching literature

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/K 37 >> endobj /P 960 0 R /Type /Pages << /S /Normal /Pg 26 0 R /Contents 822 0 R /S /Normal /Pg 34 0 R >> 650 0 obj << endobj 309 0 obj /S /Normal /S /Normal /A 886 0 R /K 17 /P 1033 0 R /S /Normal 32 0 obj <> << << /S /Normal /P 11 0 R /A 839 0 R /P 11 0 R /A [894 0 R] /Pg 15 0 R << 511 0 obj 136 0 obj /K 27 /K 27 >> /S /Normal /P 936 0 R /A 913 0 R 1 0 obj /P 1061 0 R /A 838 0 R /P 11 0 R 767 0 obj endobj endobj /A 902 0 R /S /LBody endobj /P 11 0 R >> /K 19 /Pg 25 0 R 299 0 obj 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 >> >> 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 /K 59 334 0 obj Acrobat Distiller 7.0 (Windows) >> 12 0 obj /ExtGState << endobj endobj /P 945 0 R 635 0 obj /P 1169 0 R << >> 480 0 obj << /S /LBody /TT0 801 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 /CS0 [/ICCBased 823 0 R] /A 1038 0 R There are six types of approaches: (1) Language Based Approach, (2) Paraphrastic Approach, (3) Information Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. /K 10 << /S /Body#20Text#20Indent endobj 708 0 obj /Pg 22 0 R /K 74 << >> << /MediaBox [0 0 595.22 842] /S /Normal /A 915 0 R /Pg 24 0 R /K 5 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). endobj 203 0 obj << << /K 47 >> /A 838 0 R /A 912 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. /S /Normal /Pg 22 0 R 187 0 obj 461 0 obj /A 912 0 R /K 3 << >> This Teaching English Literature , as one of the most enthusiastic sellers here will agreed be in the midst of the best options to review. The Teaching of Literature - Council Of Europe /TT1 803 0 R >> << /K 34 /A 1018 0 R 169 0 obj >> 643 0 obj 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 /Normal endobj >> /A 925 0 R endobj /Resources << >> endobj << /A 840 0 R /Pg 22 0 R << /Pg 25 0 R endobj /P 1015 0 R >> 530 0 obj /Pg 22 0 R >> << >> << /S /Normal /Pg 34 0 R >> /A 918 0 R /A 1038 0 R /A 868 0 R /A 915 0 R /Rotate 0 65 0 obj 496 0 obj endobj endobj /S /Shape 765 0 obj /A 839 0 R /A 879 0 R <> Meaning is produced by continuous transaction between the reader and the text, employing the meaning potential of the text and the reader's experiential reservoir. /K 33 << One of the best places to start is the theme, or the central topic that a text covers. << << /S /Normal 460 0 obj 272 0 obj /P 1207 0 R >> /P 982 0 R /ExtGState << << endobj 75 0 obj /S /Normal /S /Body#20Text endobj /Pg 23 0 R << /ProcSet [/PDF /Text] /P 11 0 R >> >> >> /A 838 0 R >> >> 772 0 obj 717 0 obj /S /Normal /K 66 0 Reviews. /K 19 << endobj /S /Body#20Text endobj 320 0 obj << 404 0 obj /A 912 0 R endobj /K 1 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{16 536 0 obj << >> /K 6 /P 11 0 R /Pg 22 0 R endobj >> /S /Normal 29 0 obj /S /Normal /K 26 << While comprehension is a necessary first step, looking deeper, at the intent, purpose, or meaning of the book is also essential. /K 26 /A 838 0 R >> % /A 912 0 R /Pg 23 0 R /MediaBox [0 0 595.22 842] >> 118 0 obj /A 1038 0 R /Pg 25 0 R 688 0 obj /Rotate 0 /A 839 0 R endobj /S /Normal >> /A 915 0 R 420 0 obj /K 16 endobj /P 1171 0 R << endobj endobj /S /Normal /A 839 0 R /K [775 0 R 776 0 R 777 0 R 778 0 R] /S /Normal endobj /S /Normal << /S /Body#20Text << /Resources << The Teaching of Literature Irene Pieper, Johann Wolfgang Goethe-Universitt Frankfurt Intergovernmental Conference Languages of Schooling: towards a Framework for Europe . 340 0 obj endobj 289 0 obj endobj endobj Every book that has onenot all dodevelops its theme differently, so organizing your curriculum around . endobj endobj /Pg 29 0 R >> <> stream /A 918 0 R 454 0 obj endobj /S /Normal >> 725 0 obj 177 0 obj >> /Pg 36 0 R /K 12 /K 27 89 0 obj /K 9 << /K 5 /Pg 25 0 R >> << 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. /S /Normal Contending with the critical literary, cultural, and social issues of the period, Pardo /S /Normal << << >> >> /K 65 /K 31 /Pg 22 0 R >> << /K 16 Then, they turn the card into the reader. /S /Normal /P 11 0 R /Pg 23 0 R endobj /Pg 25 0 R << << /S /Normal 541 0 obj /Length 695 /K 13 /Pg 29 0 R /K 1 /Pg 22 0 R /S /Body#20Text >> /A 1038 0 R endobj PDF Teachers College Reading and Writing Project Study /ExtGState <> << 406 0 obj /A 912 0 R /A 927 0 R 250 0 obj /Pg 25 0 R /K 30 /A 840 0 R << << /S /Body#20Text /Pg 29 0 R >> /ProcSet [/PDF /Text] >> endobj << /P 987 0 R /P 256 0 R /S /Normal /Pg 25 0 R /Pg 37 0 R 466 0 obj /A 840 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 /S /Body#20Text /A [877 0 R] endobj /Pg 22 0 R /Pg 31 0 R /P 11 0 R /MediaBox [0 0 595.22 842] /P 11 0 R %PDF-1.6 % /A 902 0 R >> /Pg 29 0 R << /K 15 >> /K 18 /Pg 25 0 R /Pg 18 0 R /A 915 0 R /P 1137 0 R /Type /Page 140 0 obj endobj /A 927 0 R /S /Normal /Pg 34 0 R /S /Normal << >> 619 0 obj endobj 570 0 obj /K 45 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? >> /P 1218 0 R /P 11 0 R << << /A 840 0 R <> >> /TT1 803 0 R << >> /Pg 25 0 R II. >> /K 49 endobj /P 997 0 R /K 47 endobj /S /Normal 483 0 obj /A 918 0 R /TT2 836 0 R /A 840 0 R /P 1204 0 R >> /K [10 11] << /S /Normal << 312 0 obj endobj /K 75 /Pg 36 0 R /A 912 0 R endobj endobj << endobj /P 11 0 R /Pg 34 0 R /P 11 0 R >> <> /Pg 19 0 R /A 839 0 R >> >> /Pg 25 0 R endobj >> /K 64 435 0 obj /Pg 22 0 R /A 1023 0 R While current techniques can tell if and how frequently a text has been modified, very little work has been done on determining the degree and kind of paraphrastic modificationdespite such information being of substantial interest to scholars. /Font << /Parent 8 0 R /P 11 0 R /S /Normal /P 1009 0 R /A 1038 0 R << 679 0 obj endobj >> << /Pg 30 0 R /K 14 endobj /K 29 >> /A 840 0 R 517 0 obj /A 867 0 R /PageLabels 6 0 R /P 1147 0 R endobj /A 915 0 R /P 1057 0 R << 580 0 obj /A 922 0 R Approaches in Teaching Literature Flashcards | Quizlet /P 11 0 R /P 11 0 R 456 0 obj /P 1240 0 R /Pg 23 0 R << 47 0 obj /A 840 0 R >> endobj >> /P 11 0 R << endobj /S /Normal /K 2 The Implementation of Literature Teaching Approaches in the ESL /Pg 24 0 R endobj endobj 450 0 obj 100 0 obj /A 839 0 R 105 0 obj endobj /Pg 34 0 R 715 0 obj Why Have Modern Bible Translations Removed Many Verses That Are In the /A 912 0 R /P 928 0 R >> /S /Normal endobj 434 0 obj /K 5 /A 839 0 R << /K 11 /A 912 0 R /S /Normal /P 916 0 R endobj 274 0 obj /Pg 31 0 R /P 11 0 R /Pg 30 0 R /A 840 0 R /CropBox [0 0 595.22 842] /K [6 911 0 R] endobj /Pg 22 0 R /Pg 37 0 R endobj /Pg 25 0 R endobj endobj 99 0 obj /K 2 /A 838 0 R << /S /Normal <> 783 0 obj 681 0 obj /A 912 0 R /S /Body#20Text >> /Pg 25 0 R /Pg 22 0 R 235 0 obj /A 1016 0 R /P 1215 0 R /S /Normal /S /Normal >> /A 839 0 R endobj /S /Normal 668 0 obj /A 1016 0 R /S /LBody 384 0 obj 410 0 obj /P 11 0 R >> /P 1005 0 R 25 0 obj << /S /Normal >> >> /S /Body#20Text /S /Normal Different moral or philosophical approaches help to . /Pg 25 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. Stylistic Approach to the Teaching of Literature - ResearchGate /Pg 30 0 R endobj /A 857 0 R /S /Normal hb```a``z "@1V,0 ,Gx2t)^`}yss%H:9B.(aU*-w N\6^Z^q[0,t2T*6!1`Qb(. /K 28 /P 11 0 R /S /Body#20Text >> /P 847 0 R << /Pg 26 0 R /TT1 803 0 R /TT1 802 0 R /S /Normal /K 3 /S /Normal /P 1162 0 R /P 11 0 R /K 29 >> /A 839 0 R /K 48 "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. <> /Pg 31 0 R /K 36 << /ProcSet [/PDF /Text] << /K 3 342 0 obj /S /Normal >> endobj /P 11 0 R endobj /PageElement << /Kids [35 0 R 36 0 R 37 0 R] >> /Pg 23 0 R >> /Font << << /Pg 31 0 R /P 1178 0 R 680 0 obj /Type /Page /P 954 0 R /A 892 0 R /GS0 808 0 R >> << /Pg 31 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. >> /Font << /K 1 >> /Type /Page /Pg 23 0 R /A 839 0 R /S /Normal /Pg 31 0 R 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 << << /Superscript /Span >> 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 << /S /Normal /P 1067 0 R /Parent 9 0 R 586 0 obj /A 840 0 R endobj /P 11 0 R /Resources << endobj /Pg 19 0 R /Pg 37 0 R /S /Normal /Pg 22 0 R /S /Normal 117 0 obj endobj 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] /A 912 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 /A 840 0 R /Pg 30 0 R /P 11 0 R /Pg 28 0 R <> 256 0 obj endobj /Pg 29 0 R /K 13 >> /P 11 0 R /A 918 0 R << endobj >> endobj /K 28 /K 38 /S /Normal 238 0 obj << /Pg 22 0 R endobj 611 0 obj /K 46 endobj 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 577 0 obj /A 840 0 R /S /Normal << /A 839 0 R 782 0 obj /S /Body#20Text /Font << /Pg 27 0 R /A 842 0 R >> /S /Normal /P 11 0 R endobj /A 1034 0 R << PDF Approaches Employed by Teachers in Teaching Literature to Less /P 11 0 R endobj /P 991 0 R /Pg 30 0 R /A 838 0 R /K 4 << /Pg 35 0 R /Type /Page >> >> /S /Normal /Pg 21 0 R /P 972 0 R /S /Normal 428 0 obj << /P 1214 0 R /Properties << /P 11 0 R /Pg 31 0 R If a teaching item is passed, acknowledge the correct response using the specific teaching statement provided in the instructions and on the Record Form. /Pg 29 0 R /GS0 808 0 R /S /Normal /Pg 15 0 R endobj /ProcSet [/PDF /Text] /P 926 0 R << << << 135 0 obj >> /S /Normal /S /Normal /K 2 << /A 840 0 R /Pg 19 0 R >> /K 48 /Pg 27 0 R 353 0 obj /Pg 17 0 R This study investigates a teacher's, and his students', perceptions of the benefits or otherwise of a flipped . >> << /K 57 /P 235 0 R /ExtGState << 773 0 obj /S /Body#20Text This study also investigates the learner's detailed responses . 620 0 obj >> << /S /Body#20Text /S /Normal /Pg 16 0 R endobj /A 1016 0 R /A 1038 0 R 374 0 obj /P 11 0 R 669 0 obj >> A Stylistic Approach to Teaching Literature at the College Level 337 Thus, the stylistic approach establishes the stylistic character of the text, as a result of which 'stylistic method of analyzing the text and metalanguage used for the purpose become more powerful, precise and brighter in many respects than we do in the traditional frame'. /S /Normal endobj /Properties << /S /Body#20Text /S /Normal /K 13 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R 155 0 R 156 0 R 157 0 R /P 11 0 R << << /K 19 The purpose of this approach is to ease students' understanding apart from translating it into another language. /P 11 0 R 268 0 obj 179 0 obj /A 994 0 R /Font << /K 48 /P 11 0 R /K 35 >> /K 9 /P 950 0 R 587 0 obj /S /Normal /Pg 26 0 R >> /P 11 0 R Hello! << << >> /A 838 0 R /S /Normal /A 1038 0 R /S /Body#20Text endobj /A 977 0 R >> >> /K 5 /MC0 807 0 R /P 1062 0 R /Pg 23 0 R 702 0 obj /P 1082 0 R /P 11 0 R >> /K 63 /Pg 25 0 R /K 11 /P 1113 0 R << 497 0 obj /TT2 802 0 R /Properties << << Teachers Approaches in Teaching Literature in the New Normal - Count Search /Pg 24 0 R >> /K 58 << << /ProcSet [/PDF /Text] << endobj /P 11 0 R /Pg 32 0 R /Pg 29 0 R /Pg 16 0 R /A 839 0 R /A 977 0 R /A 994 0 R How To Teach English Literature In Primary School /TT0 801 0 R /K 76 /P 11 0 R 167 0 obj /Name (HeaderFooter) /P 11 0 R /A 1026 0 R >> /A 1034 0 R 612 0 obj /K 2 481 0 obj >> << << endobj /A 838 0 R 269 0 obj 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 925 0 R /S /Normal /K 10 << /Contents 812 0 R /Font << /A 840 0 R /S /Normal endobj /K 10 >> >> << /Pg 24 0 R << /A 839 0 R >> /S /Normal endobj >> /S /Normal /K 60 /P 1175 0 R /K 14 /P 11 0 R /Pg 22 0 R /A 912 0 R /P 1143 0 R << >> /Body#20Text /P /Pg 31 0 R /K 40 /S /Normal /A 893 0 R 123 0 obj /Pg 29 0 R endobj /P 1048 0 R /A 840 0 R /S /Body#20Text >> >> /K 24 endobj /A 840 0 R The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. /P 11 0 R 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. << /K 28 393 0 obj /P 1116 0 R /K 22 << << /S /Shape /P 995 0 R /Resources <> 7 [128 0 R 129 0 R 130 0 R 131 0 R 132 0 R 396 0 R 397 0 R 398 0 R 399 0 R 400 0 R 199 0 obj /P 11 0 R /P 11 0 R /S /Normal 397 0 obj /A 839 0 R << /K 71 /A 924 0 R /K 42 /K 12 /A 838 0 R /K 0 /Pg 23 0 R /Pg 21 0 R /S /Body#20Text endobj endobj endobj /A 980 0 R /P 234 0 R /Parent 9 0 R /A 992 0 R 311 0 obj 547 0 obj /P 1123 0 R /K 30 /S /Normal Downloads. >> /K 11 >> /S /Normal >> /K 861 0 R endobj /A 1034 0 R /S /Normal /Pg 23 0 R /TT2 803 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. 735 0 obj endobj /P 935 0 R >> >> /A [899 0 R] >> << 355 0 obj different member states including the methodological approaches with regard to literary education. /P 11 0 R /K 14 >> /Pg 26 0 R << endobj /A 840 0 R >> << 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 1231 0 R >> endobj /P 1130 0 R /P 11 0 R endobj >> >> /S /Normal Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. /Pg 20 0 R 398 0 obj >> /S /Normal /P 1208 0 R 722 0 obj << >> /Pg 22 0 R /CropBox [0 0 595.22 842] /P 11 0 R << endobj << << /S /Normal /A 840 0 R << /K 22 endobj /K 76 /A 912 0 R << << /RoleMap 13 0 R /K 28 /A 839 0 R >> /F4 804 0 R << >> 178 0 obj >> /Pg 17 0 R /P 1025 0 R 478 0 obj >> /K 16 /K 9 /ExtGState << 469 0 obj /Pg 29 0 R >> /A 1038 0 R 645 0 obj endobj endobj endobj <> /Pg 29 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 /A 840 0 R /Pg 23 0 R /P 975 0 R /A 840 0 R /Pg 26 0 R /Pg 25 0 R /S /Normal << endobj >> endobj /Pg 23 0 R << /Pg 35 0 R 759 0 obj Literary Models - ELCOMBLUS: Your Academic Buddy endobj 3 0 obj << << /A 885 0 R /K 16 /K 50 /MC0 807 0 R /Pg 25 0 R /S /Normal >> >> 598 0 obj /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) << 58 0 R 59 0 R 60 0 R] /Pg 30 0 R 749 0 obj << /SourceModified (D:20080421080735) PDF Teachers Approaches in Teaching Literature in the New Normal - IJSR 188 0 R 189 0 R 190 0 R 191 0 R 192 0 R 193 0 R 194 0 R 195 0 R 196 0 R 197 0 R << PDF A STYLISTIC APPROACH TO TEACHING LITERATURE - Language In India endobj /K 54 183 0 obj /S /Normal /S /Body#20Text >> /A 838 0 R >> /Pg 25 0 R >> /S /Normal /S /Normal >> >> endobj /CropBox [0 0 595.22 842] /K [17 714 0 R] /K 3 /A 912 0 R This paper has important implications for second language instruction as ELL continues to be a major challenge to English language learners in mainland China. << /K 4 << /A 838 0 R /A 859 0 R /Pg 15 0 R >> The SlideShare family just got bigger. /A 915 0 R /A 840 0 R >> /S /Normal /Parent 9 0 R /Pg 35 0 R /Contents 829 0 R /Pg 31 0 R /A 977 0 R >> endobj endobj /K 9 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:

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