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MODELS OF TEACHING LITERATURE IN ENGLISH

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

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  1. MODELS OF TEACHING LITERATURE IN ENGLISH DR. HUSNIAH SAHAMID EDUATION FACULTY UNIVERSITI PUTRA MALAYSIA

  2. 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

  3. 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.

  4. 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.

  5. Cultural Model • largely rejected by those in TEFL • tend to be teacher-centred • little opportunity for extended language work.

  6. 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

  7. 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.

  8. 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.

  9. 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).

  10. Language Model • most common approach to literature in the EFL classroom • Carter and Long (1991) refer to as the ‘language-based approach’.

  11. 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.

  12. 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.

  13. 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

  14. 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.

  15. 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.

  16. Language model • aims to be more learner-centred. • attention to the way language is used. • meaning and increase general awareness of English.

  17. Language model • can choose to focus on: • general grammar and vocabulary • or use stylistic analysis.

  18. 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.

  19. ‘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.

  20. 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.

  21. 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.

  22. Personal growth • helps learners develop knowledge of ideas and language – content and formal schemata – through different themes and topics.

  23. Personal growth • seeks the opportunity • for students to relate and respond • to the themes and issues • by making a connection to their personal lives.

  24. Personal growth • function relates • to theories of reading • emphasise the interaction • of the reader with the text.

  25. Personal growth • text itself has no meaning, • provides direction for the reader • to construct meaning from the reader's own experience

  26. Personal growth • integrate all these elements • makes literature accessible to learners • beneficial for linguistic development

  27. 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,

  28. 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.

  29. 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

  30. 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)

  31. Personal Growth • highlights also, the necessity and pedagogical value • of developing students' critical awareness • become critical readers of literary texts

  32. Integrated Model • Duff and Maley (1990), • main reasons for integrating these elements • linguistic, • methodological • motivational.

  33. Linguistically, • by using a wide range of authentic texts • we introduce learners to a variety of types • and difficulties of English language.

  34. Methodologically, literary discourse sensitises readers to the processes of reading: • e.g. the use of schema, • strategies for intensive and extensive reading etc.

  35. Motivationally • literary texts prioritise the enjoyment of reading

  36. 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

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