paraphrastic approach in teaching literature

endobj /A 840 0 R /S /Normal << /S /Body#20Text << 37 0 obj /Pg 35 0 R 240 0 obj 596 0 obj >> /Pg 31 0 R /K 20 /A 977 0 R >> /P 11 0 R << /K 891 0 R /Pg 26 0 R /Pg 25 0 R /S /Normal /A 838 0 R /S /Normal endobj 208 0 obj >> /Body#20Text#20Indent /P /Pg 24 0 R >> endobj >> /Pg 15 0 R >> /TT1 803 0 R /K 5 /Pg 25 0 R endobj /S /Normal << >> >> /Pg 29 0 R >> /P 1033 0 R 313 0 obj /K 63 /Pg 20 0 R /S /Normal /MarkInfo << 122 0 obj /P 1238 0 R /P 1088 0 R It includes the particular choice made by individuals and social groups in their use of language-the use of dialogue , regional accents, people's dilects and the use of grammar. /K 29 << /K 64 /A 915 0 R /Pg 29 0 R What is transactional reader response theory? << 58 0 obj /Pg 17 0 R /Pg 25 0 R >> /P 257 0 R /P 956 0 R /Pg 20 0 R << 159 0 obj /ProcSet [/PDF /Text] endobj endobj /K 62 >> Probing the Approaches to Teaching Literature to EFL Students endobj 465 0 obj 287 0 obj /A 857 0 R /K 11 /P 11 0 R /P 935 0 R /K 15 /Pg 34 0 R English Literary Approaches - SlideShare /Pg 34 0 R /A 840 0 R << /S /Normal endobj /S /Normal 20 0 obj << /A 912 0 R /P 11 0 R /P 1085 0 R /A 918 0 R This is related to Bloom's "Knowledge" and "Comprehensive" levels of thought. /K 2 /P 11 0 R 231 0 obj /P 11 0 R /A 839 0 R 403 0 obj /P 966 0 R << /TOAI /TOCI /K 10 /A 912 0 R /Pg 29 0 R /S /Normal >> 714 0 obj /K 52 APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS /P 256 0 R /S /Normal << /Contents 824 0 R 369 0 obj /Properties << endobj << /Pg 35 0 R endobj endobj << >> /Pg 29 0 R /P 1159 0 R >> /P 1051 0 R 16 0 obj 175 0 obj /S /L /K 24 << /Pg 17 0 R /A 912 0 R /A 912 0 R << /A 912 0 R /A 915 0 R /TT1 803 0 R << /Pg 23 0 R << Approaches in Teaching Literature | PDF | Teachers - Scribd >> /A 925 0 R << >> /P 11 0 R /A 840 0 R >> >> endobj 228 0 obj /K 14 /P 11 0 R 492 0 obj << 789 0 obj /A 992 0 R /Pg 24 0 R 45 0 obj /P 11 0 R endobj << /P 11 0 R /Properties << /K 18 endobj /S /Normal << 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. endobj /S /Normal /S /Body#20Text /P 11 0 R /K 11 /Pg 24 0 R endobj /K 2 /Pg 29 0 R 96 0 obj << >> 215 0 obj /Pg 29 0 R 110 0 obj Looks like youve clipped this slide to already. /A 840 0 R /S /Body#20Text 598 0 obj 593 0 obj endobj /K 35 endobj /K 3 >> /S /Normal /A 1038 0 R /S /Normal /A 840 0 R /Resources << /S /Body#20Text >> II. << /K 19 /TT0 801 0 R In this model, the learners have to explore and interpret the social, political, literary and historical context of a specific text. << endobj << /ExtGState << /K 7 /P 11 0 R /P 1158 0 R /Pg 22 0 R /GS0 808 0 R >> /Pg 15 0 R /S /Normal /S /Normal /ProcSet [/PDF /Text] << /A 839 0 R /A 1018 0 R /TT0 801 0 R /K 20 /S /Normal /Pg 34 0 R /A 912 0 R /Pg 37 0 R << /A 1016 0 R /A 840 0 R >> /P 1246 0 R 114 0 obj /K 52 /CS0 [/ICCBased 823 0 R] 554 0 obj /S /Normal >> /S /Normal /A 912 0 R 770 0 obj endobj /P 11 0 R 669 0 obj /K 68 /S /Body#20Text 270 0 obj 225 0 obj endobj /K 74 << 443 0 obj << /Pg 30 0 R /Pg 22 0 R An awareness of the value and pleasure of reading good literary works. >> /P 11 0 R << /Pg 23 0 R /K 4 >> endobj /K 10 /Font <> /A 838 0 R 152 0 obj >> /P 11 0 R /Kids [15 0 R 16 0 R 17 0 R 18 0 R 19 0 R 20 0 R 21 0 R 22 0 R 23 0 R 24 0 R] endobj >> << 566 0 obj /Pg 22 0 R << /A 840 0 R /Pg 29 0 R /K 2 /MediaBox [0 0 595.22 842] endobj << /S /Normal /P 11 0 R /P 1005 0 R >> 765 0 obj /S /Normal >> << /S /Normal endobj /P 1196 0 R 224 0 obj 643 0 obj << /K 63 /A 1016 0 R << /S /Normal /S /Body#20Text /Pg 37 0 R << endobj /A 839 0 R endobj /S /Normal /S /Body#20Text /TT0 801 0 R >> /K 31 /K 80 << /K 56 We present a human-interpretable, feature-based method to measure paraphrastic modification. /S /Normal >> 738 0 obj 372 0 obj /P 11 0 R /K 23 /Pg 26 0 R /P 1152 0 R 459 0 obj /P 1251 0 R <> 476 0 obj /K 47 /K 30 << endobj /P 11 0 R << /Pg 23 0 R 111 0 obj /P 11 0 R endobj /Pg 29 0 R 486 0 obj endobj 10 0 obj /K 13 /A 1038 0 R /S /TextBox /K 0 /K 8 /P 11 0 R endobj << /Pg 23 0 R /P 11 0 R /Annots [832 0 R] <> >> /S /Body#20Text << 297 0 obj /P 233 0 R /A 838 0 R /Pg 29 0 R endobj /Pg 23 0 R << >> /A 840 0 R /K 68 /S /Body#20Text /S /Body#20Text /A 912 0 R /S /Normal There are various approaches that can be employed in the teaching of literature, namely the informationbased approach, language-based approach, personal response approach, paraphrastic approach, moral-philosophical approach and the stylistics approach. /A 912 0 R /Pg 18 0 R /S /Normal /S /Normal /K 93 784 0 obj /K 3 >> /Type /OCG /A 1018 0 R endobj >> 32 0 obj /K 48 endobj << /A 839 0 R << 318 0 obj /A 912 0 R << >> /S /Body#20Text /S /Normal /A 915 0 R >> endobj /P 11 0 R /P 1086 0 R /S /Normal /Pg 36 0 R /K 5 /P 259 0 R /K 33 /K 57 /MediaBox [0 0 595.22 842] /P 11 0 R << /Footnote /Note << endobj 0 Reviews. /K 4 /Pg 22 0 R endobj >> >> /A 915 0 R /A 838 0 R 1 0 obj /Pg 25 0 R << endobj >> /P 1198 0 R /S /Normal /A 839 0 R /K 6 endobj << /S /Body#20Text 512 0 obj >> endobj /A 912 0 R /Pg 19 0 R /S /Normal >> /P 11 0 R >> << /A 912 0 R >> /Parent 9 0 R /Pg 34 0 R /K 10 /K 33 /Pg 23 0 R /Pg 29 0 R endobj /S /Normal /CropBox [0 0 595.22 842] >> endobj << >> << /K 19 << /A 912 0 R >> /K 0 571 0 obj << /K 83 endobj /Pg 36 0 R /A 840 0 R /S /Body#20Text /Pg 37 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 << <> 11 0 obj /Pg 25 0 R /A 840 0 R /Pg 26 0 R /A 914 0 R /K 10 /P 1070 0 R /P 11 0 R /P 257 0 R endobj /CropBox [0 0 595.22 842] <> /P 1223 0 R 782 0 obj /Pg 29 0 R All Categories; Metaphysics and Epistemology /MediaBox [0 0 595.22 842] endobj /S /Normal /Annots [810 0 R] >> >> /A 840 0 R /S /Table /P 11 0 R /Pg 30 0 R /Pg 31 0 R /Pg 21 0 R /S /Table /K 6 389 0 obj 248 0 obj /K 66 /Pg 20 0 R >> TEACHING APPROACH. endobj /S /Normal >> 453 0 obj /P 1063 0 R 401 0 obj /S /Normal /S /LBody << /S /Normal /K 89 /S /Normal /A 1038 0 R /K 2 /K 2 /P 11 0 R /S /Body#20Text /K 1 << /Pg 29 0 R << /K 8 /K 681 0 R >> /K 13 /TT2 802 0 R /S /Normal /P 713 0 R /S /Body#20Text /Pg 22 0 R 510 0 obj /S /Normal 659 0 obj /S /Normal /Pg 29 0 R /S /Normal /Properties << /A 840 0 R 2008-04-23T09:30:25+08:00 /A 1016 0 R 295 0 obj The approach of formalism in analyzing a work is of critical importance to those who believe in the precepts of this particular set of values. >> >> /Contents 837 0 R /A 1016 0 R 14 0 obj /K 8 /A 1023 0 R endobj 658 0 obj /ExtGState << << /S /Normal >> /K 39 endobj /CropBox [0 0 595.22 842] /K [23 884 0 R] >> 605 0 obj endobj endobj /K 1 /P 843 0 R endobj /S /Normal /Pg 34 0 R << /S /TextBox endobj << /Pg 29 0 R /Pg 22 0 R /K 36 << 394 0 obj << /K 15 145 0 obj /OCGs [4 0 R] /P 11 0 R << /P 11 0 R /P 11 0 R /Pg 15 0 R User /K 17 /P 1148 0 R 412 0 obj 5 0 obj endobj /K 70 << 363 0 obj /S /Body#20Text /S /Normal /K 6 /Pg 36 0 R endobj /S /Normal /K 71 endobj << /A 1038 0 R /Pg 17 0 R /TT0 801 0 R /S /Normal endobj /K 11 endobj endobj /K 12 /ProcSet [/PDF /Text] /S /Body#20Text#20Indent /K 28 endobj >> /P 1206 0 R /K 1 247 0 obj /A 839 0 R >> /GS0 808 0 R 759 0 obj /Pg 35 0 R >> /K 7 /S /Normal /A 912 0 R /Pg 27 0 R /P 11 0 R 414 0 obj /K 16 /A 839 0 R << >> 357 0 R 358 0 R 359 0 R 360 0 R 361 0 R 362 0 R 363 0 R 364 0 R 365 0 R 366 0 R /A 922 0 R 791 0 obj >> endobj 379 0 obj /Pg 22 0 R /S /Body#20Text endobj >> /K 43 /P 1045 0 R 326 0 obj /S /Normal /A 1016 0 R /K 8 /K 76 /P 1253 0 R /Pg 30 0 R /A 912 0 R endobj 95 0 obj 772 0 obj /Pg 24 0 R /Rotate 0 endobj 513 0 obj 332 0 obj /Pg 27 0 R /S /Normal /K 33 << >> endobj >> /Length 4383 /S /Normal endobj /K 43 /K 11 endobj /A 912 0 R /TT2 802 0 R %PDF-1.4 /K [747 0 R 748 0 R 749 0 R 750 0 R 751 0 R 752 0 R] /Pg 25 0 R /P 11 0 R /P 1002 0 R 301 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. >> /P 11 0 R << /Pg 25 0 R /MC0 807 0 R /K 2 << /Type /Page /A 838 0 R /P 1058 0 R /A 992 0 R /K 9 /S /Normal >> 595 0 R 596 0 R 597 0 R 598 0 R 599 0 R 600 0 R 601 0 R 602 0 R 146 0 R 147 0 R endobj /P 1239 0 R /A 840 0 R endobj (2016), the paraphrastic approach is a method in which literary texts are explained or elaborated in simpler words by the teachers. << /K 14 /S /Normal 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 /A 918 0 R /S /Normal << /K 65 /P 955 0 R /S /Normal /P 965 0 R /K 36 /Pg 29 0 R /K 34 137 0 obj /Pg 25 0 R >> 678 0 obj /Resources << << /Pg 18 0 R << /K 883 0 R endobj /A 918 0 R /P 853 0 R >> >> /Parent 3 0 R /Pg 20 0 R >> /A 840 0 R /MediaBox [0 0 595.22 842] /Pg 25 0 R endobj /S /Normal 4 0 obj /Pg 29 0 R /Parent 9 0 R /P 1100 0 R 708 0 obj /A 915 0 R endobj 602 0 obj /Pg 17 0 R >> teaching of English literature in the classroom, covering different genres of English literature mainly poetry, prose and drama, by judicially utilizing the innovative approach of ICT to enable the teaching process of English literature more interesting, more energetic and more lively and that too with less efforts on the parts of teachers to endobj 251 0 obj >> /K 9 /K 895 0 R /S /Normal Approaches Employed by Teachers in Teaching Literature to Less /S /Body#20Text /A 977 0 R endobj endobj /Pg 25 0 R /S /Normal /K 2 /Pg 31 0 R /P 11 0 R /P 11 0 R << /K 15 /A 839 0 R 196 0 obj endobj /S /Body#20Text >> /S /Body#20Text /S /Normal 294 0 obj /Pg 29 0 R << >> /K 67 /K 17 /S /Normal /A 840 0 R 477 0 obj 660 0 obj /Pg 29 0 R 216 0 obj /A 918 0 R <> 498 0 obj /P 11 0 R /K 63 /A 840 0 R >> /Pg 23 0 R /K 47 /A 838 0 R >> /A 863 0 R /P 11 0 R /A 915 0 R /S /Normal /S /Normal /P 11 0 R /Nums [0 14 0 R] /S /Body#20Text /TT0 801 0 R endobj 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 /P 11 0 R 0 /S /Normal /S /Normal /K 24 endobj >> /S /Normal /Pg 25 0 R >> /K 4 /S /Normal /S /Normal /Pg 22 0 R 179 0 obj /P 11 0 R /P 11 0 R << >> /A 840 0 R /A 915 0 R 210 0 obj endobj PDF Teachers College Reading and Writing Project Study /A 912 0 R /K [17 714 0 R] /Pg 22 0 R << /S /Normal >> /S /Normal 347 0 obj /K 18 3 [74 0 R 75 0 R 76 0 R 77 0 R 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R] endobj 533 0 obj endobj <> >> /A 992 0 R /S /Body#20Text#20Indent /P 1103 0 R /Rotate 0 /K 18 /S /Normal 134 0 obj /S /Normal Examines the place of literature in the EFL classroom and contains suggestions for activities designed to stimulate an interest in literature among . endobj /A 992 0 R /K 13 253 0 obj /K 26 endobj /P 1209 0 R >> /A 1026 0 R >> endobj /A 840 0 R /A 880 0 R >> /S /Normal <> /K 86 endobj endobj << 729 0 obj << /A 912 0 R /A 839 0 R 21 0 obj >> endstream endobj 63 0 obj <> endobj 64 0 obj <> endobj 65 0 obj <>stream /K 10 761 0 obj << << 165 0 obj /S /Normal << /TT1 803 0 R /Parent 3 0 R << /K 23 >> << << /S /Normal >> /K 2 endobj /P 11 0 R /Pg 25 0 R The aim was to investigate the extent to which graduate EAL students were able to produce a coherent and logically-structured argument in a short literature review at the end of a 15-hour unit of teaching. /P 1162 0 R endobj /S /Normal /A 912 0 R >> /K 5 >> /Pg 31 0 R /S /Normal >> /StructParents 18 << /Pg 23 0 R /ExtGState <> /Parent 8 0 R /A 918 0 R 522 0 obj /S /Body#20Text /Pg 24 0 R /Pg 27 0 R >> /A 915 0 R /P 11 0 R 539 0 obj 746 0 obj /A 839 0 R 278 0 obj /Pg 22 0 R >> >> /P 1254 0 R 43 0 obj /A 840 0 R endobj /P 1084 0 R /A [873 0 R] /S /Normal /P 972 0 R >> /P 1080 0 R 787 0 obj endobj endobj /P 11 0 R endobj << /MediaBox [0 0 595.22 842] /K 6 /P 1087 0 R /K [16 887 0 R] 9 [143 0 R 144 0 R 557 0 R 558 0 R 559 0 R 560 0 R 561 0 R 562 0 R 563 0 R 564 0 R >> [fczTT,Zl`5@@ 0: >> endobj /A 1038 0 R /P 235 0 R /S /Body#20Text >> endobj Longman, 1991 - Education - 200 pages. 138 0 obj /A 840 0 R endobj >> /K 3 26 0 obj endobj /S /Normal /S /Normal /K 33 endobj << >> Approaches to teaching literature. An overview 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 204 0 R 205 0 R 206 0 R 207 0 R /A 840 0 R /ProcSet [/PDF /Text] /S /Normal >> << << /Pg 31 0 R << /S /Normal << /S /Body#20Text 495 0 obj /K 58 to "provide a framework, 641 0 obj /K 33 >> >> << /A 912 0 R << /K 37 >> /A 925 0 R << /A 839 0 R /P 967 0 R /Pg 26 0 R /S /Normal /S /Normal /K 5 /A 1034 0 R >> /S /Normal The SlideShare family just got bigger. /Pg 24 0 R /A 915 0 R << /K 14 98 0 R 99 0 R 100 0 R 101 0 R 102 0 R 103 0 R 104 0 R 105 0 R 106 0 R 107 0 R endobj 712 0 obj We've updated our privacy policy. /P 11 0 R 622 0 R 623 0 R 624 0 R 625 0 R 626 0 R 627 0 R 628 0 R 629 0 R 630 0 R 631 0 R 390 0 obj 733 0 obj /A 918 0 R 101 0 obj endobj >> endobj >> << endobj /K 4 /Pg 36 0 R << /P 11 0 R endobj /A 992 0 R /Pg 31 0 R /Pg 22 0 R /StructParents 12 /K 32 /Resources << /P 11 0 R Yee Bee Choo, Abdullah Mohd Nawi, Tina Abdullah, Boniesta Zulandha Melani, S.Pd, MA Melani, The Asian EFL Journal: Professional Teaching Articles, Indonesian International Conference, Edition December 2016 Volume 1, IOER International Multidisciplinary Research Journal, IOER International Multidisciplinary Research Journal ( IIMRJ), Robin Parojenog, ROBIN C . endobj /Pg 25 0 R 481 0 obj /A 838 0 R /S /Body#20Text /Pg 30 0 R /S /Body#20Text /S /Normal /A 912 0 R endobj /K 12 161 0 obj /S /Normal endobj /K 1 /TT0 801 0 R /P 11 0 R /Pg 26 0 R <> /A 840 0 R /A 840 0 R /S /Body#20Text <> /S /Normal endobj endobj /S /Normal /K 8 /P 11 0 R /S /Normal 587 0 obj << << /S /Normal /K 25 /K 28 27 0 obj /Pg 24 0 R << /S /Normal endobj >> 519 0 obj << /A 839 0 R /Pg 28 0 R One is the to utilize approaches and strategies that will cultural approach that aims at developing the help develop students' critical thinking skills. << /A 840 0 R /K 19 /S /Normal << /Pg 16 0 R 542 0 obj endobj endobj 553 0 obj >> /K 60 /P 1003 0 R endobj PDF Systematic Review: The Challenges and Approaches in The Teaching of /P 973 0 R /P 11 0 R /A 912 0 R /K 14 750 0 obj /Pg 22 0 R << /Pg 29 0 R endobj /S /Normal /P 1195 0 R << /Pg 36 0 R /P 11 0 R /A 838 0 R /Pg 31 0 R /S /Body#20Text /A 918 0 R >> >> << 258 0 obj /A 838 0 R /S /Body#20Text 248 0 R 249 0 R 250 0 R 251 0 R 252 0 R 253 0 R 254 0 R 255 0 R 256 0 R 257 0 R 151 0 obj endobj /Type /Page << /K 21 /Pg 30 0 R /Rotate 0 /Pg 24 0 R /P 11 0 R /P 11 0 R 408 0 obj /P 1240 0 R >> /Pg 21 0 R /P 1025 0 R >> << /TT2 802 0 R 427 0 obj /K 4 << /A 1038 0 R 308 0 R 309 0 R 310 0 R 311 0 R 312 0 R 313 0 R 314 0 R 315 0 R 316 0 R 317 0 R /Pg 25 0 R 687 0 obj /P 11 0 R /S /Normal /MC0 807 0 R Passman (2000) applied the student-centered teaching approach to teaching social studies to 5th-graders in one classroom. /S /Body#20Text /S /Body#20Text 550 0 obj endobj >> Teaching literature overseas: Language-based approaches /A 840 0 R /A 977 0 R The results also suggest that language teachers who are keen to employ the same instructional approach could develop strategies and design classroom activities through the utilization of learning technologies such as weblogs in promoting metacognition among L2 learners. endobj 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. << /S /Normal >> /S /Body#20Text /P 11 0 R There . >> /S /Body#20Text /Type /Page >> >> /K 3 /P 11 0 R /Pg 26 0 R >> >> /C2_0 818 0 R endobj >> /P 258 0 R /P 11 0 R /Pg 33 0 R /A 918 0 R /Pg 34 0 R /Pg 24 0 R << endobj /S /Normal /P 11 0 R /A 992 0 R /S /Normal >> /Pg 27 0 R /S /Body#20Text 751 0 obj /K 3 575 0 R 576 0 R 577 0 R 578 0 R 579 0 R 580 0 R 581 0 R 582 0 R 583 0 R 584 0 R /MC0 807 0 R << /S /Normal << 496 0 obj /Pg 26 0 R /K 6 << /S /Normal /S /Normal /P 11 0 R /A 1016 0 R >> 6 approaches in teaching literature.pptx - SIX APPROACHES endobj << /S /Normal