paraphrastic approach in teaching literature

/Pg 33 0 R endobj /S /Normal 52 0 obj /P 1017 0 R endobj >> << /Pg 24 0 R /P 1012 0 R /Pg 36 0 R endobj /S /Body#20Text >> /Pg 35 0 R /S /Normal /Pg 20 0 R /K 46 144 0 obj Passman (2000) applied the student-centered teaching approach to teaching social studies to 5th-graders in one classroom. endobj endobj /S /Body#20Text 523 0 obj /Pg 36 0 R /S /Normal endobj /Parent 8 0 R Likewise, people ask, what is the transactional theory of reading? /A 1038 0 R /Pg 16 0 R /A 1038 0 R 296 0 obj /S /Normal /F6 806 0 R Every book that has onenot all dodevelops its theme differently, so organizing your curriculum around . /S /Normal endobj << /A 924 0 R /S /Normal /K 35 /K 14 >> /P 11 0 R 469 0 obj /Pg 16 0 R >> /Pg 23 0 R /S /Normal >> /S /Body#20Text endobj /P 256 0 R /A 912 0 R /StructParents 13 /S /Body#20Text /K [69 872 0 R] endobj endobj 244 0 obj << /A 839 0 R /K 17 264 0 obj /K 17 /A 915 0 R /P 11 0 R /Pg 22 0 R /Pg 29 0 R /S /Normal << /Pg 25 0 R /K 14 441 0 obj 1.3 Primary and secondary education: From learning with literature to << /Pg 18 0 R /Pg 24 0 R /A 842 0 R /K 35 /A 1038 0 R /Parent 3 0 R /A 838 0 R /A 840 0 R /Pg 34 0 R /P 1000 0 R /A 898 0 R /A 992 0 R /Pg 31 0 R /K 9 >> 8 0 obj << >> /A 1018 0 R endobj /Pg 30 0 R /Pg 29 0 R /P 11 0 R /S /Body#20Text /Pg 30 0 R << /Pg 19 0 R 522 0 obj /S /Normal /S /Normal >> << /K 80 /K 16 /S /Normal 734 0 obj /StructParents 1 /CropBox [0 0 595.22 842] << 117 0 obj << 503 0 obj /S /Normal << << /Pg 24 0 R /Type /Pages >> /P 923 0 R >> /S /Normal This classroom-based research investigated the use of weblogging in promoting metacognition in English Language Learning (ELL) among university students in an English-medium institution of higher learning in China. /P 1221 0 R /TT3 802 0 R /Pg 26 0 R 96 0 obj /P 11 0 R /K 18 <> /K 18 endobj /K 2 /P 11 0 R endobj >> /S /Normal << /K 14 745 0 obj /K 9 /K 62 /K [24 790 0 R 26] /P 11 0 R << << /K 67 /S /Normal /Pg 27 0 R /A 1034 0 R 34 0 obj 775 0 obj endobj /P 11 0 R /Pg 23 0 R /MC0 807 0 R /S /Normal /A 839 0 R /S /Normal >> /K 3 /P 1252 0 R /P 1260 0 R /Pg 31 0 R 426 0 obj /S /Normal /StructParents 16 529 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 << << /Pg 22 0 R endobj << >> /A 927 0 R /S /Body#20Text endobj endobj /Pg 16 0 R /S /Normal /Pg 29 0 R >> 641 0 obj >> /S /Normal endobj << << << endobj /Properties << /P 233 0 R /Pg 30 0 R /K 39 /Pg 28 0 R /Pg 18 0 R /S /Normal /A 838 0 R /K 9 << /Pg 21 0 R /K 23 322 0 obj teacher approaches the teaching of literature. endobj /P 1053 0 R /MC0 807 0 R << endobj /A 840 0 R /K 37 /Pg 29 0 R >> endobj 614 0 obj /StructTreeRoot 5 0 R >> /S /Normal 30 0 obj /Pg 25 0 R /A 915 0 R >> 35 0 obj <> /A 912 0 R An ability to appreciate values which would enhance an understanding of themselves and their relationship with others. /K 3 /A 840 0 R /Pg 31 0 R /S /Normal /A 918 0 R What Is The Most Effective Strategy In Teaching Literature? >> /Pg 28 0 R /A 1016 0 R /K 21 >> 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. 909 0 obj <> endobj /Pg 30 0 R /ColorSpace << /PageElement << 365 0 obj /CropBox [0 0 595.22 842] << << /K 15 >> /P 256 0 R /Parent 8 0 R << 360 0 obj /K 15 /TOA /TOC /Pg 21 0 R /K 7 /A 977 0 R >> /S /Normal endobj /A 1038 0 R /A 840 0 R >> /S /Body#20Text <> endobj endobj << /K 9 /A 1038 0 R /K 2 >> 404 0 obj << >> /K 40 /K 25 /K 68 /K 19 >> /A 840 0 R /K 12 << << endobj 4 [82 0 R 83 0 R 84 0 R 85 0 R 86 0 R 87 0 R 88 0 R 89 0 R 90 0 R] /K 4 /A 1016 0 R endobj /K 28 679 0 obj /A 912 0 R /TT2 803 0 R /S /Normal /Pg 25 0 R 5 [90 0 R 91 0 R 92 0 R 93 0 R 94 0 R 95 0 R 96 0 R 97 0 R 98 0 R 99 0 R >> /Pg 30 0 R /Pg 29 0 R /K 38 /ExtGState <> >> /S /Normal endobj << endobj 490 0 obj /P 11 0 R 489 0 obj /S /Link /P 11 0 R /A 839 0 R hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { endobj /Pg 36 0 R endobj /S /Body#20Text << Downloads. /K 55 /P 11 0 R /Pg 29 0 R endobj /K 39 /Pg 24 0 R >> /Parent 10 0 R 388 0 obj /A 918 0 R /S /Normal endobj 47 0 obj /A 915 0 R /S /Normal /S /Body#20Text /S /Normal endobj endobj /S /TextBox /A 977 0 R >> /P 1216 0 R endobj 377 0 obj /MediaBox [0 0 595.22 842] 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. /A 838 0 R /MC0 807 0 R /A 915 0 R << /K 9 /TT2 802 0 R /K 30 /Pg 25 0 R endobj /S /Normal /Pg 37 0 R 17 0 obj endobj endobj /K 7 << endobj /P 1242 0 R /A 912 0 R endobj /A 840 0 R /P 11 0 R /A 886 0 R /A 912 0 R /A 924 0 R /Pg 27 0 R endobj /Pg 31 0 R /Pg 27 0 R 711 0 obj /A 1038 0 R /S /Normal /Pg 21 0 R /Pg 34 0 R >> /Pg 23 0 R << >> endobj << >> >> /Pg 29 0 R /ExtGState << /ExtGState << /ProcSet [/PDF /Text] /Kids [25 0 R 26 0 R 27 0 R 28 0 R 29 0 R 30 0 R 31 0 R 32 0 R 33 0 R 34 0 R] /A 918 0 R /A 840 0 R /A 912 0 R /P 1155 0 R /S /LBody 750 0 R 751 0 R 752 0 R 237 0 R 238 0 R 239 0 R 753 0 R 754 0 R 755 0 R 756 0 R /S /Normal >> /P 11 0 R /S /Normal 400 0 obj /P 11 0 R /K 4 endobj << >> << /K [19 856 0 R] /A 970 0 R /A 840 0 R 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 1166 0 R How the teacher will use a literary text depends on the model they choose. >> endobj /P 11 0 R 352 0 obj /Pg 25 0 R /S /Normal /A 1018 0 R /Pg 25 0 R /S /Body#20Text /S /Normal << /S /Normal /A 840 0 R >> /A 918 0 R 81 0 obj /S /Body#20Text /K 98 /TT2 802 0 R <> >> /A 918 0 R /P 1174 0 R << /K 17 >> << 699 0 obj /P 1238 0 R endobj /TT2 813 0 R endobj >> /A 915 0 R >> /Pg 26 0 R << 693 0 obj /P 1229 0 R endobj /Length 695 >> <> /P 1067 0 R 445 0 obj /S /Normal /P 943 0 R /A 913 0 R >> /K 8 endobj /P 11 0 R endobj /Pg 29 0 R /Pg 22 0 R 480 0 obj /TT2 802 0 R endobj << endobj /A 840 0 R /A 840 0 R >> endobj endobj /S /Normal 227 0 obj /Pg 25 0 R >> /Pg 37 0 R /Font << /K 9 << /A 912 0 R << >> /P 1193 0 R /Rotate 0 TCRWP approach, a curriculum and professional development for teaching reading and writing, is widely used across the country and around the world. /K 42 /A 915 0 R /Hyperlink /Span >> /Pg 34 0 R /K 103 >> 672 0 obj /S /Normal endobj /Pg 20 0 R /S /Normal 385 0 obj /A 839 0 R << << /K 11 << >> /A 918 0 R endobj /A 1016 0 R /Pg 23 0 R << /K 58 /S /Normal /Pg 30 0 R /P 11 0 R /P 1150 0 R endobj /A 915 0 R /K 7 endobj >> /P 1030 0 R /K 18 436 0 obj /K 24 << /A 839 0 R /GS0 808 0 R <> 366 0 obj /S /Normal /S /Normal endobj /P 1248 0 R endobj /P 1117 0 R << /Properties << /S /Normal << << /S /Normal 413 0 obj /P 11 0 R 733 0 obj /Pg 37 0 R /S /Body#20Text /K 64 724 0 obj << >> 746 0 obj /S /Normal /Pg 28 0 R /P 11 0 R /A 1038 0 R /A 1021 0 R << /Type /Page /S /Normal /P 1059 0 R >> >> /S /Body#20Text 48 0 obj /S /Normal /P 11 0 R <> /Pg 22 0 R /A 912 0 R 616 0 obj /P 236 0 R /A 838 0 R 770 0 obj /P 11 0 R /K 49 /S /Body#20Text /Pg 25 0 R >> >> /P 1167 0 R <> /Parent 8 0 R << /S /Normal /Pg 26 0 R /A 840 0 R 60 0 obj << endobj /Contents 816 0 R /A 915 0 R >> /P 11 0 R /K 12 /A 912 0 R /CS0 [/ICCBased 823 0 R] endobj << >> /S /Normal /A [894 0 R] /K 78 /S /Normal endobj /K 66 171 0 obj << >> While comprehension is a necessary first step, looking deeper, at the intent, purpose, or meaning of the book is also essential. 615 0 obj 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 /Pg 23 0 R 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 /Pg 15 0 R /A 839 0 R /S /Normal /Pg 37 0 R 64 0 obj /CropBox [0 0 595.22 842] endobj endobj endobj 326 0 obj /S /Normal /K 33 /P 1256 0 R >> /Pg 15 0 R /P 969 0 R endobj << /S /Normal /K 40 /S /Body#20Text >> /A 886 0 R /Pg 29 0 R /A 1038 0 R /A 839 0 R /S /Normal /A 912 0 R << /A 912 0 R /Pg 22 0 R << /K [8 854 0 R] << /A 1038 0 R /P 1097 0 R /Pg 23 0 R the use of the teaching approach on students was also studied. /A 840 0 R endobj >> /K 24 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. << /Rotate 0 /K 39 /K 102 endobj /Pg 17 0 R /A 912 0 R 92 0 obj 674 0 obj >> >> /S /Normal /P 1104 0 R /Contents 827 0 R /Pg 22 0 R endobj /S /Normal >> /Rotate 0 /S /Normal >> endobj 127 0 obj >> /S /Body#20Text endobj /S /Body#20Text /Pg 31 0 R << << /A 838 0 R /P 11 0 R /K 35 << 791 0 obj >> >> /P 11 0 R << /S /Normal /P 11 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 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 28 /S /Normal 169 0 obj /K [789 0 R 1267 0 R] >> endobj << 774 0 obj 134 0 obj /A 912 0 R /TT0 801 0 R /P 11 0 R >> /S /Sect 198 0 obj << << /S /Normal 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 /Pg 15 0 R 226 0 obj /PageLayout /OneColumn <> >> /A 1038 0 R /S /Normal /P 258 0 R 479 0 obj /A 838 0 R /Rotate 0 /K 21 << 161 0 obj /K 10 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. /S /Normal /K 41 /S /Body#20Text /P 1054 0 R three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Information-based Approach and Language-based Approach. /P 11 0 R endobj 180 0 obj /P 11 0 R << endobj endobj /K 44 /Pg 22 0 R >> /Parent 9 0 R <> /S /Normal /P 1088 0 R >> << endobj /S /Normal >> 167 0 obj /S /Body#20Text /S /Normal >> /TextBox /Div endobj >> /A 925 0 R /P 1122 0 R /P 11 0 R >> endobj /Pg 22 0 R >> 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. /A 1034 0 R /Pg 35 0 R << /K [10 841 0 R] << One of the best places to start is the theme, or the central topic that a text covers. /S /Normal << >> >> /Pg 34 0 R /Contents 824 0 R << >> /CropBox [0 0 595.22 842] /A 838 0 R /K 8 /K 38 /Pg 22 0 R >> 518 0 obj 687 0 obj /Pg 29 0 R /P 958 0 R /A 912 0 R /Pg 25 0 R >> endobj >> /Pg 21 0 R << /A 977 0 R /S /Normal /TT0 801 0 R /A 1016 0 R /K 26 /Pg 25 0 R << /Pg 19 0 R << /K 51 /P 11 0 R 636 0 obj /Parent 3 0 R /S /Body#20Text << /Pg 22 0 R /K 64 306 0 obj >> /S /Body#20Text 339 0 obj /K 3 endobj /P 11 0 R endobj /S /Normal /P 1233 0 R endobj >> 8 [139 0 R 140 0 R 491 0 R 492 0 R 493 0 R 494 0 R 495 0 R 496 0 R 497 0 R 498 0 R >> << 75 0 obj /P 11 0 R /A 977 0 R /K 11 0 R >> /K 17 endobj Sabikaa 1.8k views 5 slides Aesthetic Based Approach AwesomeLiterature 533 views 8 slides endobj /K 75 >> >> /P 11 0 R endobj /P 11 0 R endobj 527 0 obj /P 916 0 R /P 236 0 R /S /Normal /P 235 0 R Paraphrastic approach is primarily paraphrasing and rewording the text to simpler language or use other languages to translate it. /A 912 0 R /Pg 35 0 R /K 4 endobj /Pg 25 0 R 421 0 R 422 0 R 423 0 R 424 0 R 425 0 R 426 0 R 427 0 R 428 0 R 429 0 R 430 0 R /Pg 24 0 R /K 5 /K 30 /P 1214 0 R /Pg 23 0 R /A 840 0 R /Pg 23 0 R /Pg 18 0 R 263 0 obj /P 1040 0 R << << /K 14 /A 839 0 R /P 11 0 R /K 1 /A 908 0 R << << Consistent with prior literature on professional development for teaching reading and writing, we . endobj /P 11 0 R /Pg 29 0 R << /K 3 endobj /MC0 807 0 R /S /Normal 419 0 obj endobj /S /Body#20Text /P 1031 0 R /K 878 0 R /ProcSet [/PDF /Text] 283 0 obj >> /P 11 0 R endobj /K 6 274 0 obj /Type /Catalog /K 0 /Resources << 323 0 obj /P 937 0 R /K 7 >> >> /S /L /P 11 0 R /Pg 29 0 R /P 11 0 R << /K 6 << << /Pg 34 0 R 242 0 obj /P 1069 0 R /K 3 520 0 obj /S /Normal >> /P 11 0 R /P 1184 0 R << /K 4 /P 975 0 R /K 3 /Font << /A 912 0 R 188 0 obj /S /Normal /A 925 0 R /P 1187 0 R /Pg 30 0 R /S /Normal >> /K 47 /Pg 35 0 R >> /P 11 0 R >> /P 933 0 R >> /ProcSet [/PDF /Text] /P 1251 0 R endobj 330 0 R 331 0 R 332 0 R 333 0 R 334 0 R 335 0 R 336 0 R 337 0 R] /S /Body#20Text /A 840 0 R /Pg 30 0 R 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. << /CropBox [0 0 595.22 842] /S /Normal >> <> 531 0 obj << /A 912 0 R /Font << >> /A 838 0 R >> 661 0 obj 655 0 obj /P 11 0 R 246 0 obj /A 840 0 R /A 912 0 R /K 31 /P 1176 0 R /K 41 /K 31 302 0 obj 747 0 obj /A 869 0 R /A 838 0 R << PAROJENOG, Universal Journal of Educational Research, Horizon Research Publishing(HRPUB) Kevin Nelson, International Journal of English Language and Literature Studies, International Education and Research Journal, Journal of English Language Teaching and Applied Linguistics, ELT Worldwide: Journal of English Language Teaching, International Journal of Academic Research in Business and Social Sciences, Asian Journal of Education and E Learning, A Web-Based Multimedia Approach to Literature in Malaysian Secondary Schools: Learners' Preferences, Recent Research Topics in Malaysian English Language Studies, Metacognition in ELL through Weblogging in an English-Medium Institution of Higher Learning in China, The incorporation of literature in the English Language Programme for Engineering Students: learner interest and perception, Engineering students perception of the influence of young adult literature on developing appreciation for reading, INVESTIGATION OF EFL TEACHERS' AND STUDENTS' VIEWS TOWARDS USING LITERARY TEXTS IN EFL CLASSROOMS: THE CASE OF ABOKER PREPARATORY SCHOOL, GRADE 12, HARARI REGION, The Interplay of Gender, Reading Stance and Literary Responses in Malaysian ESL Literature Classroom, The Malaysian Online Journal of Educational Science Developing Soft Skills using 'Literature Circles'. /K 15 << >> >> /S /Normal /K 47 /A 840 0 R /Pg 23 0 R /Pg 24 0 R /S /Normal /K 36 286 0 obj /S /Body#20Text /K 69 /CropBox [0 0 595.22 842] >> >> /S /Normal >> /P 1120 0 R >> /A 977 0 R /A 1038 0 R /S /Body#20Text /A 918 0 R << /A 838 0 R /K 34 /Pg 22 0 R /P 1090 0 R /Rotate 0 /A 840 0 R endobj /A 1038 0 R << /S /Table /A 840 0 R /K 6 632 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 By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. /S /Body#20Text /K 29 /A 838 0 R 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 19 >> >> << << << /K 97 101 0 obj /P 11 0 R endobj 739 0 obj endobj /A 840 0 R endobj /K 70 619 0 obj << /A 927 0 R /S /Normal 398 0 obj The purpose of this approach is to ease students' understanding apart from translating it into another language. endobj 749 0 obj /Pg 36 0 R 667 0 obj endobj /Pg 23 0 R /MediaBox [0 0 595.22 842] /A 977 0 R /A 1023 0 R /P 11 0 R /Pg 23 0 R >> stream /Properties << 357 0 obj endobj endobj 291 0 obj << /K 10 >> >> endobj /P 954 0 R /S /Normal >> >> /P 11 0 R << 684 0 obj /S /Body#20Text /Pg 29 0 R << /P 11 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 /S /Normal 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. endobj /ExtGState << /MediaBox [0 0 595.22 842] >> /S /Normal /S /Normal /S /Normal /K 1 /K 28 /K 19 /P 1142 0 R /A 839 0 R << >> /Pg 29 0 R << /A 915 0 R endobj /A 840 0 R 397 0 obj /A 912 0 R /P 11 0 R /S /Normal /Type /Page /S /Normal endobj /Pg 24 0 R /Pg 35 0 R >> /K 25 /P 1157 0 R endobj /P 11 0 R /P 11 0 R endobj /K 62 17 [255 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R] /Pg 22 0 R /S /Body#20Text /ProcSet [/PDF /Text] >> /S /Normal << /Pg 22 0 R endobj << /MC0 807 0 R /TT2 802 0 R /MediaBox [0 0 595.22 842] 324 0 obj endobj /A 915 0 R >> /P 11 0 R /Pg 24 0 R << << 737 0 obj >> /S /Body#20Text /A 840 0 R /P 965 0 R >> /P 11 0 R /Pg 22 0 R >> endobj /S /Normal >> /K 3 << 617 0 obj /GS0 808 0 R /K 3 /Pg 21 0 R With this teaching approach, students worked in small groups; the teacher covered the curriculum first; the students then chose a question, /Pg 17 0 R 545 0 obj 513 0 obj << endobj endobj /P 11 0 R >> endobj >> >> 560 0 obj An awareness of the value and pleasure of reading good literary works. /S /Normal 691 0 R 692 0 R 693 0 R 694 0 R 695 0 R 696 0 R 697 0 R 698 0 R 699 0 R 163 0 R /Pg 22 0 R /S /Normal << 643 0 obj /Pg 30 0 R >> endobj << /Pg 31 0 R /Pg 27 0 R /K 6 >> /Pg 25 0 R << endobj /K 12 /A 902 0 R endobj /P 1041 0 R endobj /P 233 0 R /Body#20Text /P /Pg 24 0 R /Contents 815 0 R /S /Normal /Pg 22 0 R 172 0 obj 727 0 obj /LastModified (D:20080423093025) /Pg 23 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 >> /S /Normal /A 909 0 R >> /P 945 0 R /A 918 0 R /K 52 endobj /P 235 0 R /P 955 0 R << /Pg 25 0 R /Pg 30 0 R /K [17 714 0 R] endobj << /Pg 23 0 R >> 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. << /P 1259 0 R /A 864 0 R 201 0 obj Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. 315 0 obj /S /Normal /A 925 0 R 626 0 obj >> 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 363 0 obj /Pg 22 0 R /P 1049 0 R endobj /Pg 22 0 R << /S /Body#20Text /S /Body#20Text 539 0 obj /CropBox [0 0 595.22 842] /K 11 /P 844 0 R endobj endobj /A 915 0 R >> /S /Normal /P 1080 0 R /A 840 0 R /K 32 endobj >> >> endobj endobj /A 840 0 R the effectiveness of an approach to teaching the writing of a short literature review. 165 0 obj endobj 152 0 obj 348 0 obj /P 967 0 R << /S /Normal endobj /K 64 The study was conducted in 18 rural schools. endobj endobj /K 26 /K 27 /Pg 28 0 R 657 0 obj 704 0 obj /Pg 31 0 R /Pg 22 0 R 785 0 obj Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. >> endobj /S /Body#20Text endobj << << /Pg 26 0 R /K 49 /A 912 0 R >> /S /LBody endobj >> endobj << << /S /Normal /A 838 0 R endobj >> 577 0 obj endobj 87 0 obj 280 0 obj /S /Normal /Pg 25 0 R endobj /S /Normal /ProcSet [/PDF /Text] /A 840 0 R endobj This study used descriptive method of research among the forty . endobj endobj << 437 0 obj >> /A 839 0 R /A 912 0 R /K 866 0 R the tall man aboriginal spirit; metadata api request failed: component conversion failed: file_ended; caleb foote sandlot >> <> /TT0 801 0 R endobj /A 1038 0 R /Type /Page /K 7 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. 414 0 obj /A 992 0 R endobj /ProcSet [/PDF /Text] endobj /A 839 0 R /S /Normal /P 11 0 R /S /Normal /K 8 endobj /P 11 0 R /K 25 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: >> %%EOF /K 67 /S /Normal /A 840 0 R /S /Body#20Text /A 925 0 R /K 7 /A 918 0 R /Pg 26 0 R 718 0 obj /Pg 18 0 R /Pg 36 0 R /Pg 29 0 R 24 0 obj /K 21 << /K 8 /P 11 0 R /Pg 24 0 R /S /Normal 71 0 obj /K 59 /P 258 0 R /A 912 0 R /A 893 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 << /K 23 << endobj /K 55 /Pg 22 0 R /Endnote /Note /Parent 9 0 R /K 7 >> /A 839 0 R /K 50 endobj /P 1073 0 R /P 11 0 R 415 0 obj /K 36 >> /Pg 24 0 R << >> /P 11 0 R >> endobj /P 11 0 R 112 0 obj >> >> 675 0 obj 6 [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 118 0 R /Pg 37 0 R >> 552 0 obj /A 840 0 R 613 0 obj endobj /A 915 0 R << /Pg 31 0 R /A 915 0 R /A 1034 0 R /Pg 15 0 R /S /Normal /A 840 0 R /Pg 25 0 R /S /Normal /A 918 0 R endobj /P 11 0 R /StructParents 5 /Pg 22 0 R /A 1038 0 R /S /Body#20Text /Pg 22 0 R /A [873 0 R] /K 10 347 0 obj endobj >> << 706 0 R 707 0 R 708 0 R 709 0 R 710 0 R 711 0 R 712 0 R 713 0 R 714 0 R 715 0 R /K 37 /K 61 /A 839 0 R endobj /K 45 << << /S /Normal We've encountered a problem, please try again. endobj /K 43 642 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 /P 931 0 R /P 11 0 R 387 0 obj 343 0 obj /P 1056 0 R endobj endobj /A 912 0 R endobj <> /A 839 0 R /CreationDate (D:20080423093015+08'00') /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) /GS0 808 0 R 726 0 obj /ExtGState << 670 0 obj /P 1246 0 R 293 0 obj 249 0 obj /K 23 /ExtGState << /K 50 Teaching Literature. /K 10 /S /Normal <> >> Now customize the name of a clipboard to store your clips. The effectiveness of these approaches is outlined from the learner's perspective, and a conclusion is drawn after a deductive qualitative analysis of the learner's opinions. >> /TT0 801 0 R . /K 17 135 0 R 136 0 R 460 0 R 461 0 R 462 0 R 463 0 R 464 0 R 465 0 R 466 0 R 467 0 R /S /Normal << /S /Normal /S /Normal >> /A 1038 0 R endobj /K 5 /A 838 0 R /Properties << /P 11 0 R We present a human-interpretable, feature-based method to measure paraphrastic modification. /GS0 808 0 R This study aimed to explore the effectiveness of certain teaching approaches in a literature classroom in an English as a Foreign Language (EFL) setting. This approach involves rewording, direct translating, or . << /A 859 0 R << endobj endobj 606 0 obj << >> /A 838 0 R /Body#20Text#20Indent /P 609 0 obj /P 1190 0 R 563 0 obj 553 0 obj endobj endobj >> or sequence of operations /P 1061 0 R /P 11 0 R /K 5 % 470 0 obj 532 0 obj /A 838 0 R /A 838 0 R /S /Body#20Text /Subtype /Artwork /P 1140 0 R >> endobj /S /Normal Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. /K 6 /K 11 << >> /P 11 0 R endobj /P 257 0 R << >> /A 912 0 R >> /P 11 0 R /S /Body#20Text /K 20 << 790 0 obj /A 1018 0 R /Pg 36 0 R endobj /Pg 30 0 R >> /P 11 0 R 336 0 obj endobj 759 0 obj /ExtGState << >> /K 2 /Pg 22 0 R << 458 0 obj endobj <> << /S /Normal /Pg 29 0 R /Contents 822 0 R /A 912 0 R /K 45 /A 840 0 R << /A 1038 0 R >> /P 939 0 R /A 915 0 R 495 0 obj /S /Normal 176 0 obj 370 0 obj /P 11 0 R >> /K 68 /A 1018 0 R 629 0 obj /P 258 0 R /P 1079 0 R /A 977 0 R APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS >> /A 840 0 R /A 913 0 R /K 28 512 0 obj << 700 0 obj 607 0 obj /S /Normal endobj /P 11 0 R /P 1179 0 R /A 839 0 R >> 443 0 obj /S /Body#20Text /Pg 35 0 R /Pg 23 0 R paraphrastic approach. >> 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 /K 4 << /S /Normal 4\=I[2XMLR*( FI" /Pg 24 0 R /S /Normal 262 0 obj endobj /K 0 /Pg 28 0 R 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 /A 893 0 R 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 endobj /K 18 endobj /Pg 24 0 R <> endobj /P 11 0 R /Pg 21 0 R /K 35 endobj 97 0 obj /K 23 /ExtGState << 692 0 obj >> /P 11 0 R /P 11 0 R /A 915 0 R /P 11 0 R /S /Normal << /K 26 << << endobj /Pg 22 0 R >> >> /A 913 0 R << /S /Body#20Text >> 133 0 obj /P 256 0 R /A 925 0 R endobj /K 4 << endobj /MediaBox [0 0 595.22 842] endobj endobj /K 39 /TT2 802 0 R 208 0 obj /Pg 23 0 R /Pg 23 0 R endobj /K 22 << 275 0 obj /P 11 0 R << /K 14 /Pg 37 0 R >> >> /S /Normal >> /Pg 22 0 R /K 57 260 0 obj << 659 0 obj << /Pg 22 0 R /A 915 0 R The implication is that literature teaching with the aims of developing students' << /S /Normal /RoleMap 13 0 R endobj /Pg 25 0 R /Type /Page 633 0 obj 55 0 obj >> /P 11 0 R << 219 0 obj << << /K 89 /Contents 828 0 R 108 0 obj /P 11 0 R /K 29 /S /Normal << << to "provide a framework, /S /Normal /P 11 0 R /S /Normal /Properties << /S /Normal Through content analysis of blog postings and commentaries posted, the results revealed that engaging students in interactive weblogging encourages the development of metacognitive knowledge, metacognitive reflection of ones language skills, and metacognitive awareness of Chinese English language learners. luella bartley cornwall,

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paraphrastic approach in teaching literaturemusic and the spoken word message today