paraphrastic approach in teaching literature

/P 1119 0 R /S /Normal /Pg 23 0 R /Pg 26 0 R "Emilia Pardo Bazn (1851-1921) was the most prolific and influential woman writer of late nineteenth-century Spain," write the editors of this volume in the MLA's Approaches to Teaching World Literature series. 452 0 obj /P 1198 0 R << << >> /StructParents 3 endobj endobj /Pg 24 0 R /A 886 0 R /ProcSet [/PDF /Text] Likewise, people ask, what is the transactional theory of reading? 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. << >> >> 662 0 R 663 0 R 664 0 R 665 0 R 666 0 R 667 0 R 668 0 R 669 0 R 670 0 R 671 0 R /K 5 /A 897 0 R /P 1052 0 R /Pg 23 0 R /A 840 0 R 355 0 obj /Pg 25 0 R 679 0 obj /Pg 21 0 R 656 0 obj endobj /S /Normal /K 52 /A 840 0 R 499 0 R 500 0 R 501 0 R 502 0 R 503 0 R 504 0 R 505 0 R 506 0 R 507 0 R 508 0 R /PageLayout /OneColumn /K 3 endobj /Pg 24 0 R /A 838 0 R endobj >> >> << >> /S /Normal endobj /K 51 /Font << 757 0 obj /K 28 /P 1134 0 R endobj /A 912 0 R /P 1024 0 R /K 13 endobj /P 11 0 R endobj endobj /P 11 0 R <> /Pg 22 0 R /K 11 591 0 obj endobj <> /ProcSet [/PDF /Text] /S /Normal /Properties << /K 41 /Pg 29 0 R /S /Normal /A 840 0 R /P 11 0 R /K 30 /S /Normal /K 21 /P 11 0 R /S /Body#20Text /K 6 122 0 obj /K 14 /K 21 /K 1 >> endobj /Resources <stream >> paraphrastic approach were the most favored approaches by teachers in the teaching of CCL programs. /A 1016 0 R /S /Normal endobj /P 11 0 R 713 0 obj >> /P 852 0 R 704 0 obj /Pg 21 0 R 544 0 obj << /A 912 0 R endobj /Resources << << /A 1038 0 R >> /ExtGState << >> /Pg 28 0 R /TT1 803 0 R /P 11 0 R /P 944 0 R endobj /P 11 0 R /Pg 17 0 R /S /Normal /K 26 108 0 obj /Pg 31 0 R /P 11 0 R << Activate your 30 day free trialto continue reading. /Pg 34 0 R /K 44 endobj 36 0 obj /Pg 25 0 R 605 0 obj /Pg 29 0 R /S /Body#20Text endobj << >> /ExtGState << /K 16 /K 99 /S /Normal >> >> /Pg 20 0 R /A 840 0 R /ExtGState << endobj /S /Body#20Text /Name (HeaderFooter) /S /Normal /A 839 0 R /P 846 0 R endobj 699 0 obj /K 43 /Pg 29 0 R << endobj >> /Pg 25 0 R /Pg 22 0 R << >> endstream endobj startxref 87 0 obj 37 0 obj endobj 15 [216 0 R 217 0 R 218 0 R 219 0 R 220 0 R 221 0 R 222 0 R 223 0 R 224 0 R 225 0 R /Pg 29 0 R /Pg 22 0 R 634 0 obj << /A 912 0 R << >> << << endobj /P 11 0 R >> 118 0 obj /A 840 0 R /S /Normal >> /Pg 30 0 R /Rotate 0 783 0 obj << /Pg 29 0 R Reading for Theme. /Pg 36 0 R 128 0 R 129 0 R 130 0 R 131 0 R 132 0 R 133 0 R 134 0 R 135 0 R 136 0 R 137 0 R /Pg 24 0 R /MediaBox [0 0 595.22 842] << /S /Normal endobj 95 0 obj /S /Body#20Text endobj /P 11 0 R /StructTreeRoot 5 0 R endobj /P 11 0 R /P 11 0 R >> /P 11 0 R /K 8 endobj /Pg 23 0 R /P 952 0 R /Rotate 0 /Pg 25 0 R /Pg 23 0 R 752 0 obj /Pg 24 0 R endobj /K 4 /TT0 801 0 R /ProcSet [/PDF /Text] /Pg 29 0 R Free access to premium services like Tuneln, Mubi and more. >> /K 11 /Kids [8 0 R 9 0 R 10 0 R] endobj /K 11 endobj endobj as a teaching aid to validate if a student under-stands a statement or a concept. /A 840 0 R /A 839 0 R /TT1 802 0 R >> /S /Normal << /A 1016 0 R >> >> /S /Normal >> /Pg 29 0 R /Pg 29 0 R /S /Body#20Text >> /A 1038 0 R /A 918 0 R 767 0 obj 117 0 obj /Pg 30 0 R /P 1180 0 R /P 958 0 R /K 60 205 0 obj /A 839 0 R /Type /Page >> /P 931 0 R 711 0 obj /P 1152 0 R endobj /P 11 0 R /Pg 31 0 R /S /Normal /Pg 31 0 R %%EOF >> 228 0 R 229 0 R 230 0 R 231 0 R 232 0 R 233 0 R 234 0 R 235 0 R 236 0 R 237 0 R << /A 840 0 R /Pg 22 0 R /P 11 0 R /A 839 0 R /K 78 /K 16 endobj /ParentTree 12 0 R /K 41 >> paraphrastic approach teaching literature paraphrastic merriam webster from with audio pronunciations word games define origin medieval latin paraphrasticus greek paraphrastiks . D:20080421080735 << /K 5 Paraphrastic approach surface meaning of text paraphrase , re-word the story in simpler language translating it into another language beginners of target language 6. moral-philosophical approach read a particular literary text search for moral values awareness of values assist students to understand themes in future readings. >> /K 27 /Pg 22 0 R /P 848 0 R >> /Pg 33 0 R >> /Pg 26 0 R >> >> 188 0 R 189 0 R 190 0 R 191 0 R 192 0 R 193 0 R 194 0 R 195 0 R 196 0 R 197 0 R >> /K 69 /K 77 /TT2 802 0 R endobj /P 923 0 R 440 0 obj <> >> << /A 918 0 R /Pg 30 0 R /A 915 0 R 144 0 obj endobj /P 11 0 R >> << endobj 537 0 obj /Pg 24 0 R /Parent 9 0 R /CropBox [0 0 595.22 842] /S /Normal endobj /P 940 0 R >> endobj <> >> >> >> /A 915 0 R /P 11 0 R /K 28 the tall man aboriginal spirit; metadata api request failed: component conversion failed: file_ended; caleb foote sandlot /S /Normal << /Pg 30 0 R /P 11 0 R << /P 1228 0 R << /Pg 25 0 R /P 236 0 R The Effect of Teaching Literature on Learning English Language: A Study on EFS (English as a Foreign Students) and EFL Classes, READER RESPONSE THEORY: LINK TO YOUNG ADULTS, Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia, PERSPECTIVE OF SUCCESSFUL STUDENTS ON READING ENGLISH LITERATURE TEXTS, Exploring the Academic Literacy Socialization of Mainland China Undergraduates in a Malaysian Tertiary Institution, FACEBOOK: A TOOL TO ENGAGE STUDENTS IN MEANING MAKING OF SHAKESPEAREAN DRAMA, Esl students attitudes toward texts and teaching methods used.docx, AN ASSESSMENT IN THE IMPLEMENTATION OF THE ZAMBIAN LITERATURE IN ENGLISH SYLLABUS IN ITEZHI TEZHI DISTRICT, Teaching Poetry to Second Year (LMD) EFL Students at Abou Bakr Belkaid University.Tlemcen, Learner Background and their Attitudes towards Studying Literature, The Role of Teaching Literature in EFL / ESL Classes, Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review, Learning Conditions for Incidental Vocabulary Acquisition in L1 and L2, Literature circles as a facilitator to promote composition process: A voice from tertiary EFL students, Connecting Linkin Park and Good Charlotte to ESL Learners, Approaches and Strategies in Teaching Philippine Literature Employed by Instructors, Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia, The Influence of Locality, Training and Teaching Experience on the Approaches to Teaching Literature, ESL Trainee Teachers Approaches and Activities in Teaching Literature: Usage, Factors and Confidence, Approaches in Teaching Literature Employed by Senior High School Teachers, IOER International Multidisciplinary Research Journal ( IIMRJ), Literary Texts Selection for Malaysian Lower Secondary Schools in Perak, LITERATURE METHOD A COURSE TEXT CLEMENT GOWON OMACHONU, Popular Approaches to the Teaching of English Literature in Selected Malaysian Secondary Schools, CURATING THE METHODS AND APPROACHES OF TEACHING ENGLISH LITERATURE TO ADULTS, Information & Communication Technology (ICT) Tools in Teaching and Learning Literature Component in Malaysian Secondary Schools, Computer-Assisted Instruction and Students' Comprehension of a Literary Text, An Investigation on Approaches Used by School Teachers in Teaching the Literature Components in EFL Classrooms/ English for Palestine Case, Readability Analysis of Malaysian Short Stories in English, Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia, Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level. Academia.edu no longer supports Internet Explorer. >> /S /Normal /K 66 /CropBox [0 0 595.22 842] endobj >> 385 0 obj /A 915 0 R /P 11 0 R >> >> << << /Producer (Acrobat Distiller 7.0 $Windows$) This is related to Bloom's "Knowledge" and "Comprehensive" levels of thought. 295 0 obj /S /Sect << 2. /S /Body#20Text /K 65 << << << 771 0 R 772 0 R 773 0 R 774 0 R 260 0 R 261 0 R 262 0 R 775 0 R 776 0 R 777 0 R 443 0 obj >> /Count 3 /K 5 /Properties << /K 2 Meaning is produced by continuous transaction between the reader and the text, employing the meaning potential of the text and the reader's experiential reservoir. /Contents 814 0 R /P 1208 0 R 65 0 obj endobj /Pg 24 0 R 515 0 obj /S /Normal >> /P 1077 0 R /K 47 /P 1120 0 R 2 0 obj /P 11 0 R >> << 245 0 obj /P 11 0 R endobj /P 11 0 R >> /TT1 803 0 R /Type /Page 58 0 R 59 0 R 60 0 R 61 0 R 62 0 R 63 0 R 64 0 R 65 0 R 66 0 R 67 0 R >> >> >> << >> >> /P 11 0 R /A 912 0 R /A 1016 0 R endobj /K 12 /K 44 >> endobj << /K 18 149 0 obj << 281 0 obj /Pg 34 0 R /P 11 0 R 287 0 obj 456 0 obj /K 15 Ronald Carter, Michael N. Long. 266 0 obj /P 11 0 R /K 4 /Pg 24 0 R 257 0 obj /Type /Page /A 859 0 R << >> endobj /A 927 0 R /Rotate 0 /K 38 << /A 925 0 R /Pg 29 0 R >> /S /Normal /P 1066 0 R /K 39 hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { /Pg 26 0 R /Pg 22 0 R /Pg 33 0 R /A 840 0 R 773 0 obj /MC0 807 0 R /K 19 /S /Body#20Text /K 50 78 0 obj /S /Normal << 492 0 obj 268 0 R 269 0 R 270 0 R 271 0 R 272 0 R 273 0 R 274 0 R 275 0 R 276 0 R 277 0 R << /Contents 819 0 R /P 11 0 R endobj /P 11 0 R /K 18 /S /Normal /P 1072 0 R << /Pg 22 0 R >> /Pg 29 0 R /S /Normal endobj endobj endobj With this teaching approach, students worked in small groups; the teacher covered the curriculum first; the students then chose a question, /A 1034 0 R /P 11 0 R /P 11 0 R /P 1213 0 R /P 236 0 R 148 0 obj /Pg 22 0 R /K 8 /P 1025 0 R /K 43 324 0 obj >> endobj 119 0 obj /S /Normal /P 11 0 R endobj << /A 918 0 R /P 11 0 R << >> /A 977 0 R /Pg 17 0 R << /S /Normal >> /K 38 /K 6 /K 25 19 [280 0 R 281 0 R 282 0 R 283 0 R 284 0 R 285 0 R 286 0 R 287 0 R 288 0 R 289 0 R endobj >> /K 17 /P 1102 0 R 639 0 obj /MC0 807 0 R /MediaBox [0 0 595.22 842] endobj >> /K 1 /A 839 0 R /A 1038 0 R 41 0 obj << >> /K 6 /A 838 0 R >> /OCGs [4 0 R] 785 0 obj << >> >> /A 912 0 R >> >> endobj >> << /S /Body#20Text /Parent 9 0 R << /A 912 0 R >> that did not adopt the approach. /P 982 0 R endobj 375 0 obj >> << >> /CropBox [0 0 595.22 842] 762 0 obj >> /S /Normal /Pg 17 0 R >> << << /K 6 /A 840 0 R It refers to paraphrasing or re-telling the text in a simpler version. /A 977 0 R endobj endobj >> 33 0 obj /Pg 34 0 R /K 24 /K 45 >> <> endobj /S /Normal /A 840 0 R /S /Normal /S /Body#20Text 285 0 obj /K 27 /S /Normal /Pg 31 0 R >> /K 18 /P 1123 0 R 344 0 obj >> << /S /Normal /S /Normal 472 0 obj 437 0 obj << >> >> 83 0 obj /K 32 << /Pg 15 0 R /S /Normal /S /Normal /P 11 0 R /K 13 575 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 /P 1110 0 R /Pg 30 0 R endobj /A 839 0 R /K 10 /A 857 0 R /ProcSet [/PDF /Text] /P 1078 0 R >> 454 0 obj <> << 530 0 obj /P 11 0 R 18 0 obj /S /Normal << >> /P 11 0 R 203 0 obj /A 1038 0 R >> >> /K 11 /S /Table 66 0 obj /S /Normal 718 0 obj endobj /P 11 0 R 146 0 obj /K 17 <> /A 992 0 R /P 1048 0 R /A 838 0 R 436 0 obj /P 11 0 R /S /Body#20Text /P 955 0 R /A 838 0 R 332 0 obj endobj /Pg 26 0 R /Pg 20 0 R >> /P 11 0 R 3. Activate your 30 day free trialto unlock unlimited reading. /P 11 0 R 402 0 obj /P 11 0 R /A 992 0 R /A 908 0 R endobj /Pg 20 0 R /K 3 three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Information-based Approach and Language-based Approach. /ColorSpace << 301 0 obj /Pg 25 0 R /K 39 >> << /S /Normal /Pg 30 0 R << >> /S /Body#20Text 342 0 obj /Pg 32 0 R /S /Normal Paraphrastic Approach A type of approach - paraphrasing and rewording text to simpler language Information Based Approach A type of approach - elicit information from students about text - ask questions to check students' knowledge based on reading - provide students with context and background information Personal-Response Approach /S /Normal /K 1 /K 5 << /A 840 0 R endobj /P 1157 0 R 549 0 R 550 0 R 551 0 R 552 0 R 553 0 R 554 0 R 555 0 R 556 0 R 142 0 R 143 0 R] Acrobat PDFMaker 7.0 for Word 130 0 obj 180 0 obj << /Pg 23 0 R 115 0 obj /S /Normal << /A 915 0 R /Pg 29 0 R >> >> /A [882 0 R] /A 915 0 R /A 1034 0 R /Pg 24 0 R /S /Body#20Text >> endobj endobj /K 13 << /S /Normal /S /Normal /K 20 /Annots [832 0 R] 507 0 obj /P 1088 0 R /K 15 151 0 obj /Pg 22 0 R 706 0 obj >> >> /K 52 >> << <> << /A 912 0 R /A 912 0 R /Pg 22 0 R >> 132 0 obj /A 912 0 R 707 0 obj /A 915 0 R /K 71 /P 11 0 R 159 0 obj << /P 11 0 R << /Pg 34 0 R /CropBox [0 0 595.22 842] 170 0 obj 430 0 obj /P 11 0 R /P 1104 0 R 778 0 obj /A 839 0 R /P 11 0 R /K 4 /P 1160 0 R /A 915 0 R << endobj /S /Normal /K 19 /A 927 0 R 661 0 obj /S /Body#20Text 380 0 obj endobj /A 970 0 R << /PageLabels 6 0 R endobj << 562 0 obj /K 23 /S /Normal /A 839 0 R /Properties << endobj /A 840 0 R << /S /Body#20Text /S /Normal /P 11 0 R /P 956 0 R The purpose of this approach is to ease students' understanding apart from translating it into another language. /Pg 25 0 R /TT2 802 0 R Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. /MC0 807 0 R /A 840 0 R endobj /Type /Pages 788 0 obj /Pg 23 0 R >> >> /MC0 807 0 R /Pg 31 0 R >> /A 1026 0 R /K 1 endobj /A 863 0 R endobj /K 3 Therefore, one approach to teaching literature is to raise students' interest and to involve them through student-centred activities. endobj endobj /K 4 endobj /S /Normal 367 0 obj >> /K 1 /S /Body#20Text /Pg 21 0 R /K 92 /K 19 255 0 obj /A 912 0 R << << /S /Normal 600 0 obj /A 927 0 R /Pg 34 0 R << >> /K 0 << /A 912 0 R /Body#20Text /P /S /Normal >> 708 0 obj /K 18 >> /S /Body#20Text#20Indent /K 41 /A 838 0 R << /K 14 endobj /P 11 0 R /A 915 0 R /K 38 >> 423 0 obj 743 0 obj 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 << /Pg 36 0 R 682 0 obj /P 1103 0 R 131 0 obj /A 1224 0 R /Pg 27 0 R /K 3 /K 24 << << /K 85 >> endobj 741 0 obj uuid:30d9e019-3221-4f2d-b55e-74129da726a7 /P 972 0 R >> >> >> 351 0 obj >> /Pg 32 0 R /Contents 824 0 R /K 54 /P 1192 0 R 157 0 obj >> << >> /S /Normal 644 0 obj /Pg 25 0 R /Pg 23 0 R /K 76 >> /A 840 0 R >> /K 9 /Font << << << /P 11 0 R /A 839 0 R /A 1018 0 R /P 850 0 R /S /Normal /Properties << 789 0 obj 714 0 obj /P 11 0 R << /Pg 33 0 R /P 233 0 R /Pg 21 0 R /A 840 0 R /S /Normal /S /Normal /S /Body#20Text /A 857 0 R 46 0 obj /S /Normal 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. /Pg 22 0 R /Pg 36 0 R /Pg 23 0 R endobj << /A 924 0 R /S /Normal endobj /MC0 807 0 R endobj >> 49 0 obj /ExtGState << >> /Pg 32 0 R 337 0 obj /K 22 endobj endobj /Resources << pigella miraculous ladybug power. endobj endobj endobj << /CropBox [0 0 595.22 842] endobj /A [894 0 R] << /A 1038 0 R /Pg 37 0 R >> /P 11 0 R /S /Body#20Text /A 1016 0 R /K 65 /S /Normal << >> /K 49 /Pg 25 0 R /StructParents 19 /Pg 35 0 R >> 227 0 obj /P 1103 0 R There are six types of approaches: (1) Language Based Approach, (2) Paraphrastic Approach, (3) Information Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. /K 15 endobj << /K 45 /P 11 0 R 73 0 obj /K 68 /S /Normal >> /StructParents 6 endobj /P 11 0 R /A 912 0 R 422 0 obj /A 840 0 R << >> << >> endobj << >> 769 0 obj << >> endobj << /Pg 23 0 R 22 [338 0 R 339 0 R 340 0 R 341 0 R 342 0 R 343 0 R 344 0 R 345 0 R 346 0 R 347 0 R 1. /Pg 31 0 R /Pg 25 0 R /A 840 0 R /GS0 808 0 R 512 0 obj /TT0 801 0 R endobj /K 5 /A 840 0 R /S /Normal << << 536 0 obj >> >> /P 11 0 R /Pg 22 0 R /Pg 20 0 R /A 915 0 R /Properties << /Pg 28 0 R endobj /P 256 0 R /ProcSet [/PDF /Text] /S /Normal