Approaches in Teaching Literature with Activities PDF

***2.1.1 Cultural Model*** *Cultural model 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 hav...

***2.1.1 Cultural Model*** *Cultural model 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).* ***Information-based approach*** Information-based approach 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). *[Approach]* 1. Elicit information from students about the text. 2. Explain the content of the text to the class. 3. Ask questions to check students' knowledge based on what they have read. 4. Provide students with background information. *[Information-Based Activities]* 1. Comprehension questions exercises 2. Lecture sessions 3. Read notes from workbooks/handouts with students ***2.1.2 Language Model*** *Language Model 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).* ***Paraphrastic Approach*** Paraphrastic approach 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). *[Approach ]* 1. Re-tell the text to students to help them understand 2. Use simple terms to explain what the story is about to students 3. Discuss what the author says in the text 4. Get students to tell the storyline of the text *[Paraphrastic Activities ]* 1. Translation of text using L1 2. Re-tell story to students 3. Students read paraphrased notes in the workbook/handouts 4. Students re-tell story to the class ***Stylistic Approach*** Stylistic approach 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). *[Approach ]* 1. Guide students to interpret a text by looking at the language used by the author 2. Get students to mark any linguistic features from the text that are significant to their reading 3. My literature lesson looks at the language of the text, thus, encourages language awareness 4. Encourage students to discuss beyond the surface meaning of the text *[Stylistics Activities ]* 1. Identify linguistics features (eg. vocabulary, tenses) in a text 2. Discuss different meanings of a text 3. Extract examples from a text that describe a setting 4. Identify adjectives that describe a character ***Language-Based Approach*** Language-based approach helps students pay attention to the way the language is used when studying literature. It is student-centered 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). Sii, L. @ M.L. & Chen, S.E. / International Journal of Language Education and Applied Linguistics (IJLEAL) 2016, Vol. 4, 1-14 4 2.1.3 *[Approach ]* 1. Guide students to express their opinions towards a text 2. Set language activities in literature lesson 3. Encourage students to actively participate in the process of understanding the meaning of text 4. Students work with their classmates in the process of understanding the text 5. Generate language practice using the text *[Language-Based Activities ]* 1. Group work 2. Language activities (cloze, jigsaw puzzle, prediction exercises) 3. Debate 4. Performance activities (drama, role play, poetry recital) ***2.1.3 Personal Growth Model*** *Personal growth 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 development as well as to relate their relationships to the environment (Aydin, 2013).* ***Personal-Response Approach*** Personal-response approach 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 experiences (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). *[Approach ]* 1. Encourage students to relate the themes to personal experiences 2. Elicit students\' response to a text 3. Encourage students to express feelings towards the issues of the text *[Personal-Response Activities ]* 1. Explain a text to students 2. Journal writing 3. Brainstorming sessions 4. Small group discussions 5. Writing about feelings/reactions towards an issue ***Moral-Philosophical Approach*** 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 philosophical inference (Divsar, 2014). With this approach, teachers are able to direct students to achieve self-realization as well as self understanding while interpreting literary works (Lim & Omar, 2007. *[Approach ]* 1. Incorporate moral values in lessons 2. Ask students the values they learn from the text 3. Get students to search moral values from a text 4. Raise students\' awareness of values derived from the text *[Moral-Philosophical Activities ]* 1. Reflective sessions 2. Discussions on moral dilemmas 3. Tell moral values to students 4. Conduct self-evaluation activities