Literature

79問 • 1年前

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It refers to those qualities of poems, stories, novels, etc. that mske them worthwhile to read.

values of literature

Literature has __________ value if reading it gives occasion to enjoy yourself. This type of value is inherently subjective because not everyone will enjoy the same kinds of stories, styles, or themes.

Entertainment

Literature has _________ value if reading it gives occasion to change how a person thinks or acts. It is about the management and flow of power.

Political

Literature has an ________ if reading gives occasion to contemplate the nature of beauty and human creativity.

Artistic

Literature has ______________ value if reading it gives occasion to think about the place and time of the author at the time the work was written.

Cultural

Literature has __________ value if reading it gives occassion to think about the past, how things

Historical

Literature has_______________ value if reading it gives occasion to explore the nature of human knowledge, how we know and what we can know.

Philosophical

Literature has _______ value if reading it gives occasion to learn a lesson.

Moral

Literature has __________ value if reading it gives occasion to think about (key word) questions. If a story dramatizes conflicts and dilemmad, it is not necessarily teaching us how to live, but it encourages us to contemplate the codes thst the characters live by.

Ethical

The instructor needs to be aware of the students' level and acknowledge that fact when selecting the materials for the reading class.

Students' level

Choose books and reading materials that the students are likely to be interested in.

Students' interest

Teacher should be aware of the students' _____ to be able to help them fulfill these by providing appropriate materials.

Students' needs

The instructor must be familiar with the students' background knowledge.

Students' background knowledge

TEFL stands for?

Teaching of English as a Foreign Language

Enumerate Eight (8) Factors

Motivation, Relate students, Literary merit, Choice and Requirement, DEAR, Parents, Reading habit, Time

Is the topic familiar or helpful?

Content Accessibility

Is the language simple or direct?

Language Accessibility

ILLUSTRATIONS

Visual Accessibility

Variety of genre availability.

Genre Accessibility

Is it culturally connected to them?

Cultural Accessibility

• It is related to information-based approach (Thunnithet, 2011). • Literature is a source of facts or information to be put across to students by the teacher (Hwang & Embi, 2007). • It stresses the role of literature in condensing values, ideas and wisdom that have accumulated within a culture over historical periods (Aydin, 2013). • Students need to understand and search for political, literary, social and historical context from the learned text. It assists students to understand and appreciate the different cultures and ideologies of thoughts and feelings which are beyond their time and space. It is a traditional approach, teacher-centred, and delivers information and facts to students (Rashid, Vethamani& Rahman, 2010).

Cultural Model

• It comprises paraphrastic approach, stylistic approach and language-based approach. • It integrates language and literature as a source to improve student’s language proficiency while learning the language (Hwang & Embi, 2007). • It uses literature in teaching different functions of language like grammar, vocabulary, and language structures from the literary texts to students (Aydin, 2013). • It helps to attain literature aesthetic aspect solely via expression and communication quality of literature (Khatib, Rezaei & Derakhshan, 2011).

Language Model

• Comprises personal-response approach and moral philosophical approach. It enables students to develop their language, character and emotions by connecting and responding the issues and themes to their lives (Hwang & Embi, 2007). • It encourages students to love and enjoy reading literature for personal developmen as well as to relate their relationships to the environment (Aydin, 2013)

Personal Growth Model

• Learners seek moral values from a particular literary text while reading it. It helps students to be aware of values of moral and philosophical and identify them that lies in their reading (Rashid,Vethamani & Rahman, 2010). • Students need to go beyond the text for moral and philosophi-cal inference (Divsar, 2014). • With this approach, teachers are able to direct students to achieve self-realization as well as selfunderstanding while interpreting literary works (Lim & Omar, 2007). • This approach is very much in line with the aim of Malaysian Secondary English Language Syllabus to instil values for good citizenships.

Moral Philo

• It encourages students to make sense of their experiences and personal lives with text themes. It also promotes students to associate the subject matters of the reading texts with personal life experien-ces (Rashid, Vethamani & Rahman, 2010). • It engages individual in literary text reading as personal fulfilment and pleasure can be met while developing the language and literary competency (Divsar, 2014). • Brainstorming, small group discussions, journal writing, interpreting opinions, and generating views from a text are practised in this approach (Hwang & Embi, 2007).

Personal - Response

• Helps students pay attention to the way the language is used when studying literature. It is student-centred and activity-based for productive use of language. It improves students’ language proficiency, and incorporates literature and language skills among the students (Dhillon & Mogan, 2014). • It engages students more on experiences and responses (Aydin, 2013). • Role play, cloze, poetry recital,discussions, forum and debate, dramatic activities, making prediction, brainstorming, rewriting stories ending and summarizing are practised in this approach (Divsar, 2014).

Language-based

• It is primarily paraphrasing and rewording the text to simpler language or use other languages to translate it. Teachers use simple words or less complex sentence structure to make the original text easy to understand (Divsar, 2014). • It is teacher-centred and does not contribute much interesting activities towards students (Hwang & Embi, 2007)

Paraphrastic

• Implies literary critics and linguistic analysis. It is for students to appreciate and understand in a deeper manner of the literary text. It helps students to interpret the text meaningfully and develops language awareness and knowledge (Thunnithet, 2011). • It analyzes the language prior to the elements of literary text (Aydin, 2013).

Stylistic

• Gives knowledge and information to students (Thunnithet, 2011). • It is teacher-centred and demands a lot of teacher’s input in giving students various contents of literary text like on historical, political, cultural and social background. Knowledge of literature is delivered as a source of information to students (Rashid, Vethamani, & Rahman, 2010). • It includes reading from the criticism or notes, explanations and lectures given by teacher for examinations sake (Hwang & Embi, 2007).

Information-based

It is vital framework that emphasizes the connection between culture and literary texts. It recognizes that literature is not created in a vacuum; rather, it is deeply influenced by the cultural, social, and historical contexts of its time. By exploring these influences, students gain a richer understanding of the texts they read, as well as the diverse experiences and perspectives that shape human storytelling.

Cultural Model

The model emphasizes the importance of the historical, social, and political backgrounds of a text. It suggests that understanding the context in which a literary work was created can significantly enhance interpretation and appreciation.

Cultural Context

Literature is seen as a product of its culture, shaped by societal norms, values, beliefs, and struggles. Conversely,literature can also influence culture by challenging prevailing ideas and offering new perspectives.

Interplay of Culture and Literature

The cultural model promotes the inclusion of texts from a variety of cultural backgrounds. This diversity allows readers to explore different experiences, enhancing empathy and understanding of global issues.

Diverse Perspective

Analyzing literature through a cultural lens encourages critical engagement with texts. Readers learn to question assumptions, recognize biases, and explore themes such as identity, power, and social justice.

Critical Thinking

The model often connects literature with other fields, such as history, sociology, and anthropology. This interdisciplinary approach helps to contextualize literary works within broader cultural and social frameworks.

Interdisciplinary Connections

It is the most common approach to literature in the ESL/EFL classroom. Refers to as the language-based approach Carter and Long (1991). It seeks a closer integration between language and literature. Students can improve their language proficiency, by using literature as a resource in language learning, or linguistic practice.This aims to be more learner-centered.

Language Model

Its methodological assumptions on the integration of language and literature regarding stylistic method .Thus, the literary text, itself, is not the subject matter; instead, it is used as a tool for language practice.

Language-based approach

Students can engage with complex text by using language models to summarize, analyze, or interpret literature.

Text Analysis

Language models can provide prompts, suggestions, and feedback on student’s writings.

Writing Assistance

The students can explore character motivations and relationships by querying the model for insights, helping them to develop a more nuanced understanding of the text.

Character Development

Can assist in comparing different literary works or poems, as well as genres helping students identify similarities and different styles, themes, and historical context.

Comparative Analysis

Students can analyze language use exploring different author’s style, vocabulary choices and rhetorical devices.

Vocabulary and Style

_______________ published the first book in the "Harry Potter" series, Harry Potter and the Philosopher's Stone (titled Harry Potter and the Sorcerer's Stone in the U.S.), in _____. Subsequent books in the series were published in the following years, with the last one, Harry Potter and the Deathly Hallows, released in ____.

J.K. Rowling, 1997, 2007

In the context of teaching literature it focuses on helping students connect emotionally and intellectually with literary texts. This model encourages students to explore their personal responses to literature, fostering self-awareness, empathy, and personal development through the act of reading and interpreting. According to Carter, Long, and Lazar, this model is a learner-centric, process-based approach that encourages students to express their opinions, emotions, and experiences. It fosters text-reader interaction, making learning more memorable as learners “make the texts their own.” This model aligns with activity-based classroom methods, promoting deeper understanding through practical engagement like discussions, role-plays, and creative tasks

Personal Growth Model

Simple and not overly luxurious.

Modest

Exceeding what is reasonable or appropriate .

Extravagant

Very pleasant or attractive.

Charming

Appropriate for a particular purpose or occasion.

Suitable

The quality of being kind and giving.

Generosity

Overwhelmed by a strong emotion, such as happiness or admiration.

Intoxicated

Causing severe damage or hardship

Clippling

To cover or conceal

Cloak

In poor condition through long use or lack of care.

Shabby

A person or company that makes or sells jewelry.

Jeweler

A person employed to keep records, accounts, and undertake other office duties.

Clerk

To hesitate or be unwilling to accept an idea or undertaking.

Balk

In a strange or peculiar manner.

Oddly

A taxi or vehicle for hire.

Cab

A loan specifically for purchasing property, secured against the property itself.

Mortgage

In a way that cannot be changed or reversed.

Irrevocably

A long, detailed narrative of event.

Saga

"The Necklace” by ___________ to a language-based approach.

Guy de Maupassant

Focuses on analyzing and interpreting existing features of a text. Moreover, in application of this approach we can also have our basis on our model which is the Language model which compliments with the _________ approach.

Stylistic

As stated by C____, R_____, and M______ A. Scott, a language model refers to the use of structured language and stylistic techniques within texts to convey meaning, evoke emotions, and engage readers. This can involve analyzing how authors employ language to create rhythm, imagery, tone, and characterization.

Carter, Ronald, Carter

Frost uses vivid ________ to paint a picture of the setting. Phrases like “yellow wood” and “two roads diverged” create a rich visual experience, allowing readers to imagine the scene and feel its significance. The ________ evokes a sense of autumn, a time of change, paralleling the theme of life choices.

Imagery

The diverging roads serve as a powerful metaphor for life choices. Each road represents different paths one might take in life, suggesting that decisions shape our experiences and identities. The choice between them reflects the universal human experience of decision-making.

Metaphor

The roads symbolize the myriad of choices one encounters. The “yellow wood” symbolizes a transitional phase, highlighting the moment of decision. The act of standing at the fork represents contemplation, uncertainty, and the weight of choices.

Symbolism

The _____ shifts subtly throughout the poem. Initially, it feels contemplative and somewhat wistful as the speaker reflects on the inability to choose both paths. By the end, it takes on a more introspective and ambiguous, particularly with the line “I took the one less traveled by.” This suggests a mix of pride and uncertainty about the choices made.

Tone

The poem is written in four stanzas of five lines each, following a consistent ABAAB rhyme scheme. This regular structure mirrors the orderly process of decision-making while the enjambment between lines adds a sense of flow, reflecting the continuity of life’s journey.

Structure and Form

Frost intentionally leaves the final interpretation open-ended. The speaker’s acknowledgment that they “may be telling this with a sigh” implies regret, pride, or a complex mixture of both. This ______ invites readers to reflect on their own choices and the narratives they create around them.

Ambiguity

The poem employs alliteration and assonance, contributing to its musical quality. For example, the repetition of sounds in “two roads” and “yellow wood” creates a lyrical rhythm that enhances its readability and emotional resonance.

Sound Devices

It emphasizes the reader's role in interpreting texts, asserting that meaning is constructed through individual experiences and emotional responses. This perspective values personal insights and encourages readers to engage deeply with the material, reflecting on how their backgrounds and feelings shape their understanding. Ultimately, it shifts focus from the author's intent to the diverse interpretations that arise from each reader's interaction with the text.

Reader Response Approach

Emphasize the individual reader's interpretation and emotional response to the text.

RRA

Enumerate the 7 Reader Response Approach

Engage, Describe, Explain, Conceive, Interpret, Connect, Judge

It is a method of literary analysis that focuses on the ethical and philosophical themes within a work. It examines how literature reflects on human nature, values, and principles, and explores the moral lessons it imparts. This approach is rooted in the belief that literature can teach readers about morality, good and evil, and ethical dilemmas.

Moral Philo

Argued that literature should promote virtue and encourage individuals to strive for a life of wisdom, courage, moderation, and justice.

Plato

Emphasized the power of literature to inspire compassion and moral sensitivity, while also acknowledging its potential for negative influence.

Victor Frankl

Approach in teaching literature is a method where the teacher guides students in restating or rewording complex literary texts into simpler and more understanda-ble language. This approach focuses on understanding the literal meaning of the text before delving into deeper interpreta-tions, such as themes, symbolism, or authorial intent. According to Hwang and Embi (2007), this approach deals with the surface of the text. It refers to paraphra-sing or re-telling the text in a simpler version. Talif (1995) argues that this approach assists beginners as it aids in formulating an initial idea of a text.

Paraphrastic

UTS - EXAM

LASIGAS JESSENY WAYNE V. · 47問 · 2年前

UTS - EXAM