paraphrastic approach in teaching literature

/S /Body#20Text /Pg 35 0 R /S /Normal /K 34 /Rotate 0 /P 934 0 R /S /Normal >> /CropBox [0 0 595.22 842] /K 7 <> /P 1155 0 R << /A 915 0 R /TT0 801 0 R << >> /Pg 25 0 R 208 0 obj 617 0 obj /Pg 23 0 R << /Pg 30 0 R Reading for Theme. << /S /LBody /Pg 31 0 R /ExtGState << /A 1034 0 R /K 47 /A 838 0 R /A 839 0 R << << /Pg 16 0 R /A 1038 0 R >> /K 12 >> << /S /Normal /A 915 0 R /K 11 /S /Body#20Text >> endobj /GS0 808 0 R /K 79 >> <> 480 0 obj /ProcSet [/PDF /Text] There . endobj /P 979 0 R >> /K 35 /S /Normal Literature teaching approaches demonstrated in the cultural model, the personal growth model and the language model by Carter and Long (1991) are widely used for second language literature teaching. /S /Normal << /S /Normal << /S /Normal endobj 515 0 obj /A 918 0 R /K 1 << /K [17 714 0 R] 630 0 obj >> /S /Normal /MediaBox [0 0 595.22 842] /K 8 /S /Body#20Text /P 11 0 R 447 0 obj << /A 918 0 R << /Type /Page /Pg 22 0 R /S /Normal endobj 720 0 obj /K 47 /K 3 /P 1003 0 R /Properties << endobj << /A 912 0 R /K 13 /A 915 0 R /S /Body#20Text << << << endobj << >> /K 2 endobj >> endobj 298 0 obj << endobj endobj /P 258 0 R /Pg 23 0 R /S /Normal /Pg 23 0 R 213 0 obj /S /Normal 647 0 obj >> << /StructParents 7 /P 11 0 R /A 912 0 R /TT2 813 0 R /A 915 0 R /P 1047 0 R endobj << >> 168 0 obj /A 839 0 R /CropBox [0 0 595.22 842] endobj /TT2 802 0 R endobj 443 0 obj >> 479 0 obj >> /S /Normal /S /Normal /S /Normal /P 11 0 R >> /Pg 37 0 R /S /Normal /K 3 /A 840 0 R 65 0 obj /Pg 31 0 R /S /Normal 341 0 obj /K 11 << /Pg 23 0 R /P 233 0 R /A 912 0 R << /Pg 16 0 R << /Pg 32 0 R 84 0 obj 370 0 obj /A 925 0 R << /Pg 23 0 R With this teaching approach, students worked in small groups; the teacher covered the curriculum first; the students then chose a question, Download now of 18 Approaches to Teaching Literature Overview Methods must: show how language, literature and composition are inseparable show how teachers can teach them in a logical organized manner show the necessity and means of skills instruction (spelling, vocabulary, reading, library, dictionary skills) Overview Methods must: /K 5 endobj << 634 0 obj /Pg 26 0 R endobj /S /Normal /P 11 0 R >> >> /Pg 17 0 R << /K 2 hb```a``z "@1V,0 ,Gx2t)^`}yss%H:9B.(aU*-w N\6^Z^q[0,t2T*6!1`Qb(. >> /A 840 0 R /ExtGState << /Pg 30 0 R << /S /Normal >> 202 0 obj 690 0 obj 321 0 obj /S /Body#20Text >> /K 38 %PDF-1.4 The traditional approach to intonational meaning is a special case of the semantic component or paraphrastic approach. /K 4 /S /Normal 662 0 obj >> /K 1 >> /S /Normal /P 259 0 R /S /Body#20Text#20Indent << /Hyperlink /Span /P 1251 0 R The role of English as a lingua franca in the affairs of the world’s nations is currently unquestioned. 248 0 obj >> endobj /P 11 0 R /A 838 0 R 140 0 obj /P 1246 0 R << /S /Normal /Resources << >> /K 47 >> /A 918 0 R endobj >> 268 0 obj 603 0 obj /Pg 31 0 R /P 11 0 R endobj >> /Pg 17 0 R endobj 430 0 obj /K 46 /S /Normal >> /TT2 802 0 R /S /Body#20Text << /S /Normal 21 0 obj >> >> /S /Normal /A 1038 0 R >> endobj >> /A 912 0 R /S /Normal /Pg 27 0 R /K 39 /K 54 stream /P 1181 0 R << endobj /A 1034 0 R endobj /S /Body#20Text 451 0 obj endobj /Parent 8 0 R /Pg 30 0 R /P 11 0 R /S /Table endobj /S /Normal 499 0 obj /K 63 endobj /S /Normal endobj /S /Normal >> >> 149 0 obj 402 0 obj 64 0 obj /P 11 0 R endobj >> << /S /Body#20Text endobj 340 0 obj 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 /K 18 735 0 obj /A 840 0 R /P 11 0 R 506 0 obj /S /Body#20Text << >> endobj endobj /S /Body#20Text /P 11 0 R /A 1038 0 R /P 11 0 R /CreationDate (D:20080423093015+08'00') << /K 14 endobj << /A 1016 0 R >> /S /Normal /P 969 0 R /K 895 0 R 624 0 obj >> endobj 166 0 obj /Pg 25 0 R << /A 842 0 R 243 0 obj /Pg 36 0 R >> 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R] 612 0 R 613 0 R 614 0 R 615 0 R 616 0 R 617 0 R 618 0 R 619 0 R 620 0 R 621 0 R /A 1038 0 R >> endobj /A 992 0 R 704 0 obj >> /A 840 0 R << >> /Pg 27 0 R /P 11 0 R /K 21 /P 1056 0 R endobj /S /Normal /K 6 /P 1211 0 R endobj /P 11 0 R This study used descriptive method of research among the forty . 549 0 obj /K 51 endobj 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 /S /Normal 112 0 obj /K 10 << >> >> endobj endobj endobj endobj 158 0 obj /P 929 0 R /Pg 31 0 R /A 1038 0 R << >> /A 842 0 R /P 11 0 R >> 127 0 obj /P 11 0 R /A 1161 0 R /P 11 0 R 12 0 obj >> 225 0 obj /K 3 /Pg 29 0 R /P 1185 0 R << >> /Pg 24 0 R >> 658 0 obj /Pg 28 0 R << 221 0 obj endobj >> endobj 938 0 obj <>/Filter/FlateDecode/ID[<937A3BF21CBC654086A630662D58DAFA>]/Index[909 59]/Info 908 0 R/Length 134/Prev 785180/Root 910 0 R/Size 968/Type/XRef/W[1 3 1]>>stream << /K [16 887 0 R] /P 11 0 R /K 1 >> endobj /K 0 /A 840 0 R /ExtGState << 12 [167 0 R 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R 173 0 R 174 0 R 175 0 R 176 0 R /K 18 /CropBox [0 0 595.22 842] 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 722 0 R 723 0 R 724 0 R 725 0 R /Subtype /XML endobj 34 0 obj endobj /S /Normal /S /TextBox >> /K 9 >> 490 0 obj 292 0 obj /S /Normal >> endobj /S /Normal >> >> 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 /K 9 /S /Normal >> /S /Normal endobj /K 32 >> /MediaBox [0 0 595.22 842] /K 36 /Pg 22 0 R /Pg 31 0 R >> /A 915 0 R /K 5 Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary . zd8dHDX;~[7f 7x^R4Z^2, WQ\JeL ,ASwN\uQFD1()YvIbY:'S%X]mdE$a8o'9N0 1h,G|a0|t5LG}'YiQ%d!D\QQCDR,+1^)w/r rkT8ysvJ'|?'qP10 Rp{y]n?`5XKnMI6-9j5T{16 >> /Pg 25 0 R << >> /S /Normal /S /Body#20Text /P 1120 0 R /Properties << 589 0 obj /K 61 <> /S /Normal /P 1015 0 R /K 38 /A 913 0 R /Rotate 0 <> endobj 590 0 obj /S /Normal /A 977 0 R 363 0 obj /P 258 0 R >> /A [870 0 R] /K 11 /A 915 0 R /A 1016 0 R << 714 0 obj endobj /P 11 0 R 777 0 obj /K 12 endobj /StructParents 22 73 0 R] /K 15 /K 56 /Pg 34 0 R >> 645 0 obj /S /Body#20Text /A 918 0 R /A [890 0 R] endobj /Font << << endobj /K 21 << /S /Normal /P 1230 0 R << 500 0 obj /K 4 /K 1 /S /Normal /ExtGState << /TOF /TOC >> /P 11 0 R /Pg 15 0 R /Font << /Pg 22 0 R >> endobj /S /Body#20Text (2009 . /S /Body#20Text /S /Body#20Text /S /Normal /Normal /P endobj endobj or sequence of operations >> /A 839 0 R /S /Normal endobj /Pg 23 0 R /S /Normal >> Abstract. >> 10 0 obj >> >> /Pg 16 0 R /A 912 0 R endobj /Pg 30 0 R 20 0 obj << /A 914 0 R /A 915 0 R 296 0 obj /S /Normal /P 11 0 R /P 11 0 R They are the (1) Language-Based Approach, (2) Paraphrastic Approach, (3) Information-Based Approach, (4) Personal-Response Approach, (5) Moral-Philosophical Approach, and (6) Stylistic Approach. /P 939 0 R >> /A 839 0 R >> << << >> << << << 733 0 obj << endobj /K 6 >> endobj /K 82 << /Pg 25 0 R << /S /Body#20Text /S /Normal << /K 18 /P 11 0 R 520 0 obj /A 839 0 R /S /Normal 280 0 obj /A 915 0 R 294 0 obj /S /Normal << /A 1034 0 R endobj /P 256 0 R << /S /Normal /TT1 803 0 R endobj 138 0 obj endobj /S /LBody /P 233 0 R << >> /Pg 20 0 R 75 0 obj << 967 0 obj <>stream /K 7 /S /Normal /Pg 23 0 R /Font << >> /A 912 0 R /A 893 0 R << /S /Normal 258 0 obj /K 37 endobj >> /A 838 0 R endobj >> /P 1096 0 R /S /Normal /A 840 0 R >> /P 11 0 R >> /P 1088 0 R /K 62 << /S /Normal >> >> >> << >> /Rotate 0 /MediaBox [0 0 595.22 842] endobj /S /Body#20Text 584 0 obj /K 8 /P 1215 0 R /Pg 24 0 R 145 0 obj /K 65 2008-04-23T09:30:25+08:00 /K 58 All Categories; Metaphysics and Epistemology endobj endobj 252 0 obj /P 11 0 R /Pg 29 0 R /P 1186 0 R endobj /S /Body#20Text A Stylistic Approach to Teaching Literature at the College Level 337 Thus, the stylistic approach establishes the stylistic character of the text, as a result of which 'stylistic method of analyzing the text and metalanguage used for the purpose become more powerful, precise and brighter in many respects than we do in the traditional frame'. 208 0 R 209 0 R 210 0 R 211 0 R 212 0 R 213 0 R 214 0 R 215 0 R 216 0 R 217 0 R >> /S /Normal %PDF-1.6 % 463 0 obj /K 5 /S /Normal << /Pg 30 0 R different member states including the methodological approaches with regard to literary education. >> <> /K 29 56 0 obj 50 0 obj The role of literature in instructed foreign language learning and teaching: An evidence-based survey, Challenges Facing English Language Saudi Students When Studying Literature Courses in English Language Programs at the Undergraduate Level: Problems and Recommendations, An Investigation of Teachers Approaches Employed In Teaching The English Literature, Literacy Development Through the Incorporation of Literature in Language Education for Malaysian Secondary School Students, An investigation on approaches used to teach literature in the ESL classroom: a case study of Sekolah Menengah Kebangsaan Taman Desa Skudai, Johor Bahru, Sources of Embarrassment or Empowerment? /TT0 801 0 R /S /Normal /A 840 0 R /P 1031 0 R >> >> /P 1256 0 R 715 0 obj >> /A 840 0 R endobj /RoleMap 13 0 R /K 8 << endobj /Pg 25 0 R endobj /Pg 25 0 R 598 0 obj >> /K 17 /K 81 >> /A 838 0 R << /A 840 0 R << /TT2 803 0 R << /K 35 /Pg 22 0 R /S /Body#20Text << << << endobj /A 840 0 R /S /Body#20Text /P 259 0 R /K 0 << endobj endobj /Pg 23 0 R << /A 839 0 R endobj /Pg 36 0 R /StructParents 9 Introduction The transactional theory signifies that both the reader and the text play important roles in the formation of meaning. >> /S /Normal /Pg 29 0 R /GS0 808 0 R 487 0 obj /P 1082 0 R 373 0 obj /A 1034 0 R 364 0 obj 633 0 obj /CropBox [0 0 595.22 842] /K [19 856 0 R] /Type /Metadata /Pg 35 0 R /K 67 /PageElement << Consistent with prior literature on professional development for teaching reading and writing, we . /S /Body#20Text /Pg 23 0 R /A 977 0 R endobj << /S /Normal >> endobj /Pg 22 0 R /Pg 19 0 R HtTMo0W1'RU B=T\Hivinw@K%f27mlf\Wxk,lU~BLIPaBDb$L*n//38,57NW;'3y endobj /A 915 0 R /Pg 31 0 R << >> 579 0 obj >> /Subscript /Span /A 1034 0 R << >> /A 840 0 R /P 1046 0 R /Pg 23 0 R /K 20 /P 11 0 R /P 1004 0 R /K [848 0 R 849 0 R 850 0 R] /A 1016 0 R endobj This study aimed to explore the effectiveness of certain teaching approaches in a literature classroom in an English as a Foreign Language (EFL) setting. 38 0 obj /A 838 0 R <> /P 935 0 R << /Pg 24 0 R 332 0 obj << << /A 915 0 R /K 12 endobj << /S /Normal /S /Normal /Resources << endobj >> /P 11 0 R /TT0 801 0 R /A 840 0 R /K 31 endobj /Pg 23 0 R /Pg 31 0 R << 667 0 obj /K 5 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 /K 35 /Font <> /P 11 0 R /A 839 0 R << /Pg 29 0 R /S /Body#20Text /K 3 endobj You can read the details below. /P 11 0 R endobj << endobj endobj /P 989 0 R endobj . /A 994 0 R 781 0 obj /S /Body#20Text /ExtGState << /K 43 endobj /K 102 >> /P 934 0 R /Font << /S /Normal << /K 39 /K 78 << 277 0 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Teachers skipping parts of a story to move on to the better ones is also part of collaborative learning, which is paraphrastic approach of Carter and Long (1991). endobj >> /K 19 0 endobj /Pg 19 0 R /Pg 30 0 R /P 1147 0 R /K 67 endobj /Pg 22 0 R << >> << 641 0 obj >> endobj /S /Normal /A 912 0 R endobj /Pg 17 0 R << /P 928 0 R /P 1134 0 R