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MODELS OF TEACHING LITERATURE IN ENGLISH. DR. HUSNIAH SAHAMID EDUATION FACULTY UNIVERSITI PUTRA MALAYSIA. Different models. different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar). How teacher uses a literary text depends on the model chosen - PowerPoint PPT Presentation
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MODELS OF TEACHING LITERATURE IN ENGLISH
DR. HUSNIAH SAHAMIDEDUATION FACULTY
UNIVERSITI PUTRA MALAYSIA
Different models
• different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar).
• How teacher uses a literary text depends on the model chosen
• differ in terms of focus on the text
Cultural model
• views a literary text as a product• treated as a source of information about
target culture. • most traditional approach• often used in university courses on literature.
Cultural model
• examine the social, political, historical background to a text,
• literary movements and genres.• no specific language work done on a text.• quite teacher-centred.
Cultural Model
• largely rejected by those in TEFL• tend to be teacher-centred• little opportunity for extended language work.
Cultural Model
• views literature as a source of facts or information
• reading tends to be based on obtaining information.
• teacher transmits knowledge and information to the students
Cultural Model
• Carter (1988) considers the information-based approach
• as a way of teaching knowledge about literature
• literature is seen to offer a source of information to the students.
Cultural Model• teaching methodologies tend to be teacher-
centred • Lazar (1993): focus on content• require students to examine history and
characteristics of literary movements • cultural, social, political and historical
background to a text,• thus demanding a large input from the teacher.
Activities
• lectures, explanation, • reading of notes and criticism provided in
workbooks or by the teacher. • usually cater for instrumental purposes such
as examinations (Carter & McRae, 1996).
Language Model
• most common approach to literature in the EFL classroom
• Carter and Long (1991) refer to as the ‘language-based approach’.
Language Model
• seeks a closer integration between language and literature.
• Students can improve their language proficiency
• by using literature as a resource in language learning.
Language Model
• little engagement of the learner with the text • For linguistic practice• used in mechanistic way • Provide a series of language activities• orchestrated by the teacher.
• The language model seeks greater unification between language and literature.
• Carter (1988) :• the language-based approach helps students
to focus attention on the way as to how the language is used
Lazar (1993)
• see literary texts as resources for language practice
• through series of language activities• rather than studying literature for the
purpose of acquiring facts and information.
Language Model
• enables learners to access a text in a systematic and methodical way
• in order to exemplify specific linguistic features
• e.g. literal and figurative language, • direct and indirect speech.
Language model
• aims to be more learner-centred. • attention to the way language is used.• meaning and increase general awareness of
English.
Language model• can choose to focus on:• general grammar and vocabulary • or use stylistic analysis.
Activities
• cloze procedure, • prediction exercises• jumbled sentences, • summary writing, • creative writing and role play • part of the repertoire of EFL activities used by
teachers to deconstruct literary texts in order to serve specific linguistic goals.
‘reductive’ approach
• Carter and McRae (1996) • describe this model as taking a ‘reductive’
approach to literature. • activities are disconnected from the literary
goals of the specific text • : can be applied to any text.
Stylistic analysis
• close study of the linguistic features of the text • enable students to make meaningful
interpretations of the text• aims to help learners read and study literature
more competently.
Personal growth model (PGM)
• outlined by Carter and Long (1991)• attempts to bridge the cultural and language
model• Focus on the particular use of language in a
text• Placing it in a specific cultural context.
Personal growth
• helps learners develop knowledge of ideas and language
– content and formal schemata – through different themes and topics.
Personal growth
• seeks the opportunity • for students to relate and respond • to the themes and issues• by making a connection to their personal
lives.
Personal growth
• function relates• to theories of reading• emphasise the interaction• of the reader with the text.
Personal growth
• text itself has no meaning,• provides direction for the reader • to construct meaning from the reader's own
experience
Personal growth
• integrate all these elements• makes literature accessible to learners • beneficial for linguistic development
Personal Growth
• need of the students' personal engagement with the reading of literary texts.
• focuses on use of literature as a resource and not on the study of literature,
Personal growth
• development of language competence and literary competence of the students
• pleasure and personal fulfillment which come out of the reading of literature
• making a literary text one's own.
Personal Growth
• Model aims to infuse a continuous love and appreciation of literary texts
• Helps learners to achieve an engagement with the reading of literary texts.
• Encourages learners to enjoy and love literature beyond the classroom as mentioned by Carter
Personal Growth
• motivate and enliven the students in the literature class
• selecting appealing works • can respond linguistically and emotionally • the process of reading - an enjoyable,
responsive, individual and collective experience for all.
• (Carter and Long 1991:16-19)
Personal Growth
• highlights also, the necessity and pedagogical value
• of developing students' critical awareness • become critical readers of literary texts
Integrated Model
• Duff and Maley (1990), • main reasons for integrating these elements• linguistic, • methodological • motivational.
Linguistically,
• by using a wide range of authentic texts• we introduce learners to a variety of types• and difficulties of English language.
Methodologically,
literary discourse sensitises readers to the processes of reading:
• e.g. the use of schema,• strategies for intensive and extensive reading
etc.
Motivationally
• literary texts prioritise the enjoyment of reading
Reference:
• Carter, R. & Long, M.N. (1991) Teaching Literature. Harlow : Longman
• Chitravelu, et. al. (1995) ELT Methodology: Principles and Practice. Kuala Lumpur: Fajar Bakti.
• Collie, J. & Slater, S. (1987) Literature in the Language Classroom. Cambridge: CUP
• Duff, A. & Maley, A. (1990) Literature. Oxford: OUP• Lazar, G. (1991) Literature and Language Teaching.
Cambridge: CUP• http://socyberty.com/education/models-of-teachin
g-literature/#ixzz19xPSEUL0