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Tals Review
Tals Review
Introduction
For literature teachers, it is important that their methods and approaches aim
toward the all-around development and welfare of students. Some scholars suggest
that an integrated approach is a good option for effective instruction, especially in
language teaching (Adeyemi, 2010, p. 19). Moreover, such an approach is vital in the
present era of globalization, as many believe that the world, a culturally and
linguistically diverse entity, can be best understood in an integrated way. Therefore,
this study investigates the extent of its use in actual instruction practice, studying the
effectiveness of the integrated approach to teaching literature upon students’
achievement, critical thinking skills, and attitudes toward reading literature.
The integrated approach is beneficial to students. Langa and Yost (2007, p. 65)
state that this methodology helps students make connections. Lucan (1981, p. 59)
further suggests that the integrated approach is student-centered because it
empowers students to make connections, generalize, and transfer knowledge to a
variety of problem-solving situations in the real world. In addition, Adeyemi (2010, p.
12) writes that the integrated approach provides students with more comprehensive
learning that is rich and interesting. As a result, it makes the classroom atmosphere
more enjoyable and thought-provoking. Moreover, Knowles and Smith explain that the
integrated approach to teaching literature “can facilitate collaborative learning as well
as help students become independent problem solvers” (2001, p. 77).
CHAPTER II
Discussion
A. Approaches To Using Literature
1 Language-Based Approach
The most common approach to teaching literature in the EFL
classroom is what Carter and Long (1991) refer to as the language-based
approach. This model helps students enhance their knowledge of familiar
grammar, lexical, and discourse categories, meaningful interpretations in
understanding a text.
To use this approach, there are some matters we should be
considered, they are; the methodology, selection and organization of material.
1) METHODOLOGICAL ASSUMPTIONS
Studying the language of the literary text will help to integrate the
language and literature syllabuses more closely. Detailed analysis of the
language of the literary text will help students to make meaningful
interpretations or informed evaluations of it. At the same time, students will
increase their general awareness and understanding of English. Students are
encouraged to draw on their knowledge of familiar grammatical, lexical or
discourse categories to make aesthetic judgements of the text.
2 Stylistic Approach
A Stylistics approach teaches students how to look for and interpret
stylistic dimensions of a text. Students are made to learn how what is said and
how meanings are made. They are taught to know what makes the language of
literature different from everyday language, if it really is. The environment of
our classes at the college level is lecture-based where teacher remains at the
helm of affairs and students are demanded to be patient listeners, which makes
them hardly participative.
If we adopt the stylistic approach to teach literature at the college level, it
will help the students understand the role of language in literature. Language is
made up of words, structures and sentences and literature is made up of these
words, structures and sentences. Students should be motivated to recognize
intuitive responses to a text which are central to the process of reading and re-
reading the text, thus helping them develop their own communicative competence
as reading is the silent exposure of the self to the language. it also helps them to
understand how to make the use of the target language in everyday contexts.
The stylistic approach incorporates a close reading of its literature
contrary to the traditional ways of memorization and reproduction. It can prove to
be the best method to learn a foreign language through stylistic approach as it
would give a close view of the target language.
ART OF QUESTIONING
WHAT IS A QUESTION?
A question is any sentence which has an interrogative form or function.
In classroom settings, teacher questions are defined as instructional cues or
stimuli that convey to students the content elements to be learned.
Directions for what they are to do and how they are to do it.