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El 118 - Module 3
El 118 - Module 3
ASSESSMENT OF
LITERATURE
STUDIES
Modules
Approaches to Teaching
03. Literature and Poetry
The Nature of
01. Literature
Assessment of
04. Literature and
Poetry
Analyzing and
02. Teaching Literary Evaluation
Literature 05. and Appreciation
03
Approaches to
Teaching
Literature and
Poetry
Teachers claim that students read less and less,
while students argue that the books they are
supposed to read for exams have outdated topics.
Researchers have also different opinions about the
usefulness and effectiveness of teaching literature,
Most of them consider that the language used in
literary works is too complex and difficult,
therefore it does not support students in the
acquisition of grammar and lexical structures that
can be used in their everyday lives or as Kay posits,
it does not meet their academic or occupational
needs (Kay, 1982).
There are also researchers (Aina: 1979) who
believe that literature can be taught in an
integrated manner, thus transcending the
limitations of one school subject. Language can be
taught by focusing on the development of four
skills: reading, listening, speaking and writing or it
can be taught by integrating ideas and themes from
various subjects. We believe that literature should
not be considered a mere tool of developing these
four competences but it should develop the
students` literary and cultural competences as
well.
Approaches to Teaching Literature
Cultural Model
● Information-Based Approach
Language Model
● Paraphrastic Approach
● Stylistics Approach
● Language-Based Approach
Information-based activities:
● Comprehension questions exercises
● Lecture sessions
● Read notes from workbooks/handouts with students
Language Model
● comprises paraphrastic approach, stylistic approach
and language-based approach.
● integrates language and literature as a source to
improve student’s language proficiency while learning
the language (Hwang & Embi, 2007).
● uses literature in teaching different functions of
language like grammar, vocabulary, and language
structures from the literary texts to students (Aydin,
2013).
● helps to attain literature aesthetic aspect solely via
expression and communication quality of literature
(Khatib, Rezaei & Derakhshan, 2011).
Language Model
Paraphrastic Approach
● primarily paraphrasing and rewording the text to
simpler language or use other languages to translate it.
Teachers use simple words or less complex sentence
structure to make the original text easy to understand
(Divsar, 2014).It is teacher-centred and does not
contribute much interesting activities towards students
(Hwang & Embi, 2007).
Language Model
Paraphrastic Approaches:
● Retell the text to students to help them understand
● Use simple terms to explain what the story is about to
students
● Discuss what the author says in the text
● Get students to tell the storyline of the text
Paraphrastic activities:
● Translation of text using L1
● Retell story to students
● Students read paraphrased notes in the workbook/handouts
● Students retelling the story to the class
Language Model
Stylistic Approach
● implies literary critics and linguistic analysis. It is for
students to appreciate and understand in a deeper
manner of the literary text. It helps students to interpret
the text meaningfully and develops language
awareness and knowledge (Thunnithet, 2011). It
analyzes the language prior to the elements of literary
text (Aydin, 2013).
Language Model
Stylistic Approaches:
● Guide students to interpret a text by looking at the language used by
the author
● Get students to mark any linguistic features from the text that are
significant to their reading
● literature lesson looks at the language of the text, thus, encourages
language awareness
● Encourage students to discuss beyond the surface meaning of the
text
Stylistic activities:
● Identify linguistics features (eg. vocabulary, tenses) in a text
● Discuss different meanings of a text
● Extract examples from a text that describe a setting
● Identify adjectives that describe a character
Language Model
Language-Based Approach
● helps students pay attention to the way the language is
used when studying literature. It is student-centred and
activity-based for productive use of language. It
improves students’ language proficiency, and
incorporates literature and language skills among the
students (Dhillon & Mogan, 2014). It engages students
more on experiences and responses (Aydin, 2013).
Language Model
Language-Based Approaches:
● Guide students to express their opinions towards a text
● Set language activities in literature lesson
● Encourage students to actively participate in the process of
understanding the meaning of text
● Students work with their classmates in the process of understanding
the text
● Generate language practice using the text
Language-Based activities:
● Group work
● Language activities (cloze, jigsaw puzzle, prediction exercises)
● Debate
● Performance activities (drama, role play, poetry recital)
Personal Growth Model
● enables students to develop their language, character
and emotions by connecting and responding the issues
and themes to their lives (Hwang & Embi, 2007).
● encourages students to love and enjoy reading
literature for personal development as well as to relate
their relationships to the environment (Aydin, 2013).
● learners would respond to what they think are the
author’s intentions and what are the meanings that
could be derived from the text.
● motivates and encourages students to read by making
a connection between the themes of the texts studied
and their personal life experiences.
Personal Growth Model
Personal-Response Approach
● encourages students to make sense of their
experiences and personal lives with text themes;
promotes students to associate the subject matters of
the reading texts with personal life experiences (Rashid,
Vethamani & Rahman, 2010).
● engages individual in literary text reading as personal
fulfilment and pleasure can be met while developing the
language and literary competency (Divsar, 2014).
Personal Growth Model
Personal-Response Approach
● Encourage students to relate the themes to personal experiences
● Elicit students' response to a text
● Encourage students to express feelings towards the issues of the
text
Personal-Response activities:
● Explain a text to student
● Journal writing
● Brainstorming sessions
● Small group discussions
● Writing about feelings/reactions towards an issue
Personal Growth Model
Moral-Philosophical Approach
● incorporates moral values across curriculum. The focus of
this approach is to discover moral values while reading a
particular literary text (Hwang & Embi, 2007).
● Learners seek moral values from a particular literary text
while reading it. It helps students to be aware of values of
moral and philosophical and identify them that lies in their
reading (Rashid, Vethamani & Rahman, 2010).
● Students need to go beyond the text for moral and
philosophical inference (Divsar, 2014). With this approach,
teachers are able to direct students to achieve
self-realization as well as selfunderstanding while
interpreting literary works (Lim & Omar, 2007).
Personal Growth Model
Moral-Philosophical Approach
● Incorporate moral values in lessons
● Ask students the values they learn from the text
● Get students to search moral values from a text
● Raise students' awareness of values derived from the text
Moral-Philosophical activities:
● Reflective sessions
● Discussions on moral dilemmas
● Tell moral values to students
● Conduct self-evaluation activities
Factors Affecting the Choice of Literature Teaching
Approach
Exam-Oriented
Literature learning has become exam-oriented in most secondary
schools. When it is aimed for examination, it kills the students’
interest in learning literature. Students are not keen to read but
learn to pass examination (Awang, Kasuma & Akma, 2010).
Teachers preferred paraphrastic and information-based
approaches for the sake of students in gaining intellectual.
knowledge and assisting them to perform well in the
examinations. As teachers continue with these approaches by
giving students necessary information, this has brought up the
concern of difficulty in achieving higher-order of thinking skills
from students (Hwang & Embi, 2007; Rashid, Vethamani &
Rahman, 2010; Divsar, 2014).
Factors Affecting the Choice of Literature Teaching
Approach
Time Constraint
Teachers are apprehensive to use language-based approach in
teaching literature as they are facing with the constraint of time
and effort especially in preparing drama-based activities (Divsar,
2014). Teachers have to rush through the syllabus in preparing
students for examinations.
Factors Affecting the Choice of Literature Teaching
Approach
For Essay: Find quote/s that demonstrates and supports what you
describe (good or bad) about the authors writing, style, use of language,
or authenticity.
Levels of Comprehension
EVALUATIVE LEVEL
Write questions and answers that require the reader to
make a judgment about an aspect of the story such as a
character’s actions. Write all possible judgments about
characters and issues within story - we judge people
around us everyday. JUDGE the characters as if you knew
them as if they were real. Is someone cranky? or Mean?
Justified? Or self-righteous? or stuck-up? or a bully? Judge
the characters.
Example: Do you think it was right for Little Red Riding
Hood’s mother to send her off into the woods alone? Why
or why not?
For Essay: Find quote/s that demonstrates or supports the
judgment, what a character/s said or did that made you
judge them however you did.
Levels of Comprehension
ESSENTIAL LEVEL
Write questions and answers that requires the reader to
consider an issue that is addressed in the story “outside” of
the story. Bring the concepts of the story to the world
today, can this happen today, does it? Write down all the
possible world issues that the story discusses or implies.
Every story has a theme, apply the themes to the world
today.
Example: How old should a child be before he or she is
allowed to go out alone? What parameters would you set
for the child? Explain your answer.
For Essay: Find quote/s from text or possibly outside
sources that demonstrates and support your statements –
link the concepts of the story to the world today and
situations happening today (or that could happen).