endobj 290 0 obj << /P 11 0 R >> /Pg 25 0 R << << 96 0 obj /K 19 endobj endobj << endobj /Pg 22 0 R endobj endobj /Endnote /Note >> /ExtGState << 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 . /ExtGState << /S /Normal /K 2 /P 11 0 R /Pg 29 0 R /Type /Page << /K 51 /P 11 0 R 110 0 obj >> /A [894 0 R] << /Pg 36 0 R /S /Normal >> /Font << These three approaches to teaching literature differ in terms of their focus on the text: firstly, the text is seen as a cultural artefact; secondly, the text is used as a focus for grammatical and structural analysis; and thirdly, the text is the stimulus for personal growth activities. hb```f``d`a`dd@ Ar, s^v7tJVt.aB.'k31vLb`]}]}!9@rH1! 117 0 obj /ProcSet [/PDF /Text] /K 103 /Pg 21 0 R /TT1 803 0 R 766 0 obj 318 0 R 319 0 R 320 0 R 321 0 R 322 0 R 323 0 R 324 0 R 325 0 R 326 0 R 327 0 R endobj /A 840 0 R >> endobj /K 30 /Type /Pages << /A 1038 0 R If a teaching item is failed, the appropriate specific teaching statement should also be provided, but without the indication that the child's response was correct. 481 0 obj /P 11 0 R << endobj /P 1198 0 R << 519 0 obj 335 0 obj 274 0 obj 589 0 obj endobj hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { /K 8 /A 912 0 R /Pg 26 0 R /Pg 26 0 R >> /CropBox [0 0 595.22 842] << /A 912 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. << >> /Pg 18 0 R /K 17 /S /Normal /P 1138 0 R /Pg 22 0 R /P 998 0 R 80 0 obj >> /K 12 endstream endobj startxref << endobj /K 31 Then, they turn the card into the reader. /Pg 26 0 R endobj endobj /S /Normal 713 0 obj /P 11 0 R /CropBox [0 0 595.22 842] /Pg 20 0 R /P 11 0 R /ProcSet [/PDF /Text] My review of the literature on poetry writing indicates that there are three major approaches to the teaching of poetry writing: models approach, activities approach, and models and activities approach. /P 11 0 R endobj >> /A 912 0 R << /S /Normal /Pg 24 0 R 58 0 obj /Normal /P endobj /S /TextBox /K 27 /K 15 >> >> /Pg 29 0 R >> /S /Normal 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). Enter the email address you signed up with and we'll email you a reset link. /Pg 15 0 R /A 902 0 R /Pg 31 0 R 760 0 obj /A 925 0 R /Pg 22 0 R endobj /K 54 /A 918 0 R /Pg 31 0 R /P 1108 0 R /Pg 25 0 R /P 1222 0 R 9 0 obj << 448 0 obj /P 1193 0 R /S /Normal /S /Normal << /A 977 0 R /Pg 25 0 R /A 1038 0 R /K 21 /Contents 811 0 R << 548 0 obj 155 0 obj /A 838 0 R /S /Body#20Text /Pg 34 0 R /A 915 0 R 446 0 obj /A 839 0 R /Pg 22 0 R endobj %%EOF /K 88 /P 1089 0 R /A 838 0 R /S /Normal 148 0 obj /K 68 << /K 64 /K [17 714 0 R] /A 840 0 R /Pg 23 0 R 774 0 obj /A 1018 0 R 125 0 obj 687 0 obj /Properties << 562 0 obj /K 4 /A 838 0 R endobj << /P 1264 0 R /S /Body#20Text >> /CropBox [0 0 595.22 842] 716 0 R 717 0 R 718 0 R 719 0 R 720 0 R 721 0 R 194 0 R 195 0 R 196 0 R 197 0 R /P 11 0 R /Resources << /A 840 0 R /Pg 29 0 R /A 914 0 R /A 838 0 R /K 1 /S /Normal /Pg 37 0 R /Pg 24 0 R endobj /A 838 0 R >> endobj << /S /Normal /S /Normal /Pg 30 0 R /A 977 0 R /K 11 /Pg 32 0 R << /Pg 30 0 R /S /Shape 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%PDF-1.6 % /PageLayout /OneColumn /S /Body#20Text /S /Body#20Text << endobj /Pg 24 0 R << /K 60 << /Pg 35 0 R How the teacher will use a literary text depends on the model they choose. << >> 625 0 obj /P 1189 0 R /A 915 0 R /S /Normal /A 1034 0 R /Hyperlink /Span /MC0 807 0 R << 175 0 obj << /P 1073 0 R << endobj /K 81 /Pg 34 0 R 164 0 R 165 0 R 166 0 R 167 0 R] /P 1102 0 R /P 258 0 R endobj /P 11 0 R endobj endobj /A 840 0 R /K 20 /P 11 0 R endobj 408 0 obj /Pg 21 0 R 549 0 obj >> 77 0 obj <>/Filter/FlateDecode/ID[<8C4C05AE9767B84890E316FAFFFB12FA>]/Index[62 25]/Info 61 0 R/Length 83/Prev 198684/Root 63 0 R/Size 87/Type/XRef/W[1 3 1]>>stream >> /GS0 808 0 R /A 915 0 R /Type /Pages /S /Normal << /K 11 >> >> 282 0 obj /Pg 31 0 R /P 11 0 R >> << /P 1144 0 R /S /Normal 463 0 obj PDF A STYLISTIC APPROACH TO TEACHING LITERATURE - Language In India /S /Normal >> /A 840 0 R /K 65 /K 1 /P 846 0 R 555 0 obj << /K 40 /K 3 >> /A 840 0 R /A 1034 0 R endobj /A 1023 0 R 239 0 obj /Pg 31 0 R /S /Normal /K 15 /P 1195 0 R /S /Normal /K 29 /A 970 0 R << 460 0 obj << >> /Pg 27 0 R /K 27 /P 939 0 R /A 838 0 R /Pg 34 0 R 558 0 obj /Pg 19 0 R the effectiveness of an approach to teaching the writing of a short literature review. << >> << endobj << /S /Normal /Pg 23 0 R /S /Normal endobj << /K 8 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 /A 1026 0 R /S /Normal << /P 257 0 R >> stream >> /Pg 23 0 R /Pg 37 0 R >> 451 0 R 452 0 R 453 0 R 454 0 R 455 0 R 456 0 R 457 0 R 458 0 R 459 0 R 134 0 R This study investigates a teacher's, and his students', perceptions of the benefits or otherwise of a flipped . endobj /Pg 35 0 R >> /K 11 /P 11 0 R << /Pg 22 0 R endobj endobj >> << /A 1026 0 R << endobj /Pg 29 0 R endobj endobj endobj /S /Normal >> /A 1038 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 >> /S /Normal /Pg 29 0 R /S /Normal /StructParents 16 endobj endobj /S /Body#20Text /S /TextBox /P 236 0 R /A 838 0 R /K 27 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. >> << << /K 43 >> /A 915 0 R /Pg 22 0 R /S /LBody /TT2 803 0 R /Resources << 300 0 obj /S /Normal /Rotate 0 476 0 obj 14 0 obj /Rotate 0 /P 11 0 R endobj /S /Normal /K 12 /P 11 0 R /P 11 0 R /Contents 829 0 R endobj 411 0 R 412 0 R 413 0 R 414 0 R 415 0 R 416 0 R 417 0 R 418 0 R 419 0 R 420 0 R /S /Normal >> endobj /S /Normal /A 918 0 R /A 839 0 R /Pg 22 0 R 650 0 obj /Pg 20 0 R >> /K 1 /A 912 0 R << 728 0 obj endobj /Pg 20 0 R /P 258 0 R /A 886 0 R >> /S /Normal /K 15 /K 7 /Rotate 0 << >> >> << /StructParents 13 /TT0 801 0 R /K 9 endobj 135 0 obj /Pg 21 0 R /Pg 29 0 R /S /Normal /K 92 << /K 11 << << /S /Normal /K 31 /K 13 /Pg 30 0 R << /P 11 0 R /K 23 /A 1034 0 R >> /Pg 15 0 R /P 976 0 R /P 11 0 R endobj /A 1038 0 R endobj /K 5 >> << << /P 11 0 R endobj /P 258 0 R /S /Normal /Pg 34 0 R /Parent 8 0 R /P 988 0 R 440 0 obj >> >> endobj >> /K 2 /MediaBox [0 0 595.22 842] 582 0 obj >> /S /Body#20Text 25 0 obj /Pg 20 0 R endobj /S /Normal endobj >> 152 0 obj /A 1016 0 R /Pg 23 0 R << /P 1254 0 R Three Approaches to the Teaching of Poetry Writing Analyses for this brief used publicly available school-level . 354 0 obj 782 0 obj << /A 915 0 R /P 1235 0 R << 404 0 obj /A 918 0 R >> >> /Pg 34 0 R >> /A 977 0 R << /A 840 0 R << 45 0 obj >> 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 /A 840 0 R /P 235 0 R /S /Normal /S /Body#20Text /P 11 0 R /P 1040 0 R endobj << >> endobj >> endobj /P 11 0 R /K 19 /S /Normal /A 857 0 R /ExtGState << /S /Body#20Text /ExtGState << /A 915 0 R 778 0 R 779 0 R 780 0 R 781 0 R 782 0 R 783 0 R 784 0 R 785 0 R 786 0 R 787 0 R 546 0 obj /TT0 801 0 R << /S /Normal 347 0 obj 634 0 obj /TT2 836 0 R /K 6 endobj /S /Normal endobj /S /Body#20Text endobj >> /P 11 0 R >> /K 13 /S /Normal /S /Normal TEACHING APPROACH. >> 524 0 obj /A 912 0 R /A 840 0 R /Pg 27 0 R << endobj /TOFI /TOCI /Type /Page /P 11 0 R /K 102 >> >> /Pg 24 0 R >> /K 58 /S /Normal /A 840 0 R >> /Pg 27 0 R /P 1147 0 R /TT0 801 0 R endobj >> 756 0 obj /A 912 0 R /S /Normal /P 1001 0 R >> /Pg 23 0 R << /K 3 /Type /Page /A 992 0 R /K [19 858 0 R] >> >> << /K 19 /S /Normal /K 27 /P 11 0 R /P 11 0 R /P 1057 0 R /S /Body#20Text endobj /S /Body#20Text /Parent 9 0 R /Pg 28 0 R << /S /Body#20Text << /P 1255 0 R 554 0 obj /P 11 0 R /S /Normal /P 11 0 R /Pg 29 0 R 17 [255 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R] 1 [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 << /S /Normal endobj /Contents 815 0 R 247 0 obj /Pg 23 0 R << /S /Normal 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 /Pg 26 0 R endobj /S /Normal /S /Normal /K 5 Search results for `Monica E. Kvande` - PhilPapers /Pg 31 0 R << endobj >> 214 0 obj 703 0 obj /P 233 0 R 2. /S /Body#20Text >> /Pg 23 0 R >> /S /Normal /S /Normal Click here to review the details. 706 0 obj endobj 470 0 obj /A 912 0 R endobj /S /Normal 159 0 obj 5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. >> endobj 291 0 obj /Pg 27 0 R >> /A 1034 0 R endobj 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. Maria Matenopoulos Thurman, Articles P
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