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Literature Teaching Approaches (1) - Compressed PDF
Literature Teaching Approaches (1) - Compressed PDF
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expand their knowledge and awareness of the target language which in turn will provide
them with more opportunities for class discussion and language or literary practice, though
the latter is of less priority and receives less importance in EFL classes.
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Concerning cultural, historical and philosophical elements, the teacher can use a
variety of documents or assign research work to be conducted by learners and then
presented in order to give them more chance to express themselves, and to vary and
deepen their knowledge about the text or passage under study.
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approach when he wants to activate the learners’ own personal responses and
miscellaneous interpretations to the text; the situation in which the teacher will partially
withdraw from the traditional class instruction and let learners enjoy certain autonomy
only help them to make their judgments and interpretations about the texts( Carlisle, 2000).
Rosenblatt (1985, p. 18) asserts that “If literature is worth teaching then it seems
axiomatic that it is the response to literature itself which is important.”
This emphasizes the utmost important role of teaching literature in EFL classes.
Literary texts should provide pertinent opportunities for learners to express their opinions
and feelings through text interaction. An integrated model is a teaching approach which
aims at exploiting literary texts to the whole, i.e., linguistically, culturally and
psychologically with the careful selection of the appropriate text on the part of the teacher.
Let’s end by saying that what we want learners to do with and obtain from the reading text
will determine the fitting teaching model.