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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
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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 • 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: FajarBakti. • 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-teaching-literature/#ixzz19xPSEUL0