ENL 3115-1 Teaching and Assessment of Literature Studies Written Report PDF

GROUP 6 ENL 3115-1 TEACHING AND ASSESSMENT OF LITERATURE STUDIES WRITTEN REPORT MODELS OF TEACHING LITERATURE Submitted by: Banquirigan, Emerjoy I. Belale, Rhylia Lajom, Loise...

GROUP 6 ENL 3115-1 TEACHING AND ASSESSMENT OF LITERATURE STUDIES WRITTEN REPORT MODELS OF TEACHING LITERATURE Submitted by: Banquirigan, Emerjoy I. Belale, Rhylia Lajom, Loise Mikaella S. Lingat, Julia Ysabel A. Manglicmot, Laurence B. Padios, Monica P. Reyes, Rey Ann G. Submitted to: Prof. Karen Ajy P. Dacio 1ST SEM A.Y 2024-2024 | BSED ENGLISH 3-1 1  Models of Teaching Literature THE CULTURAL MODEL (Lajom & Banquirigan) The Cultural Model It is the most traditional, teacher-centered strategy for delivering knowledge and facts to the learners (Rashid, Vethamani, & Rahman, 2010). Literature is a source of facts or knowledge that teachers may convey to pupils (Hwang & Embi, 2007). It emphasizes the importance of literature in condensing values, ideas, and knowledge gathered within a society throughout time (Aydin, 2013). Students must grasp and seek political, literary, social, and historical context from the taught work. It helps students comprehend and respect the many civilizations and ideas of thoughts and sentiments that transcend time and geography. The focus of this model is on content; views literature as a product (Lazar, 1993). Treated as a source of information about target culture. Tends to be teacher-centered; large input is coming from the teacher. Carter (1988) says literature becomes a source of facts where the teacher delegates knowledge and information to students. Often used in university courses on literature; Examines the social, political, historical background to a text; require students to examine history and characteristics of literary movements; No specific language work done on a text; Largely rejected by those in TEFL; Little opportunity for extended language work. Students are asked to explore and interpret the social, political, literary and historical context of a text (Yimwilai, 2015:15). 2  It does not focus on mere language acquisition but also on the knowledge of a country’s culture and ideologies. Enables students to understand and appreciate cultures and ideologies different from their own in time and space and to come to perceive tradition of thoughts, and feelings from within the heritage the literature of such culture provides. Cultural Model - Role of Information The cultural model is an information-based approach that emphasizes the value of literature in providing insights into the historical, social, and cultural foundations of works, necessitating extensive participation from instructors. THE LANGUAGE MODEL (Belale, Lingat, & Reyes) The Language Model As the name speaks for itself, this model mainly considers literature for language development and awareness purposes. In other words, in this model the aesthetic aspect of literature is achieved only through the linguistic and discoursal quality of literature (Lazar, 1993). However, care should be taken into account not to let the linguistic facet vitiate the pleasure of reading literature. Literature is built from language, it opens a path for students to construct their own understanding of words and phrases. Here, reading is of value for the same reason it’s valuable in a student’s native language—it gives them tools for more effective communication. The most common approach to literature is what Carter and Long (1991) refer to as the ‘language-based approach’. Such an approach 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 and direct and indirect speech). 3  This approach lends itself well to the repertoire of strategies used in language teaching — a close procedure, prediction exercises, jumbled sentences, summary writing, creative writing and role play which all form part of the repertoire of activities used by teachers to deconstruct literary texts in order to serve specific linguistic goals. Carter and McRae (1996) describe this model as taking a ‘reductive’ approach to literature. These activities are disconnected from the literary goals of the specific text in that they can be applied to any text. There is little engagement of the learner with the text other than for purely linguistic practice; literature is used in a rather purposeless and mechanistic way in order to provide for a series of language activities orchestrated by the teacher. Common Activities Cloze A cloze is a test in which the reading comprehension of a person is assessed by making them supply words which have been systematically deleted from a particular text. Role Play In a role play, an individual changes their behavior to assume a role, either unconsciously to fill a social role or consciously to act out an adopted role. Summary writing Summaries also broaden vocabulary via paraphrasing while enhancing oral skills and listening particularly during oral summaries and classroom discussions. Creative writing Creative writing encourages students to express their thoughts and ideas and it allows the students to experiment with language and expand their vocabulary. Jumbled sentences A jumbled sentence exercises, where a cluster of words or phrases is disarranged given to the students for rearranging these into a proper logical sentence. Brainstorming 4  It's an activity in language learning where students are encouraged to generate ideas freely before they either write or speak. Poetry recital Forum and Debates THE PERSONAL GROWTH MODEL (Manglicmot & Padios) The Personal Growth Model In this model, the focus is on engagement. Teachers use literature to help students understand themselves better and connect with the world around them in a deeper way by exploring universal themes. It encourages students to love and enjoy reading literature for personal development as well as to relate their relationships to the environment (Aydin, 2013). The personal growth model comprises a personal-response approach and a moral philosophical approach. It enables students to develop their language, character and emotions by connecting and responding to the issues and themes of their lives (Hwang & Embi, 2007). The personal growth model, or enrichment model, attempts to bridge the language model and the cultural model by focusing on the particular use of language in a text while simultaneously placing it in a specific cultural context. PGM allows the learners to relate and respond to the themes and issues by making a connection to their personal lives. In this model, the text itself has no meaning, but it provides direction for the learners to construct meaning using their own life experiences. This model involves students' personal, intellectual, and emotional experiences. Students are encouraged to express their feelings and opinions and to make connections between their own personal and cultural experiences and those expressed in the text. Another aspect of this model is that it helps students develop knowledge of ideas language content and formal schemata through different themes and topics. 5 Summary of PGM: This model aims to infuse a continuous love and appreciation of literary texts, It helps learners be engaged with the reading of literary texts. Encourages learners to enjoy and love literature beyond the classroom. 6