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Purposes, Values and Benefits of 2. Extension of linguistic competence - stretch Teaching Literature- Literature as a the competencies of learners who have Significant Human Experience mastered linguistic rudiments. Faithful reproduct...

Purposes, Values and Benefits of 2. Extension of linguistic competence - stretch Teaching Literature- Literature as a the competencies of learners who have Significant Human Experience mastered linguistic rudiments. Faithful reproduction of life - improve language skills Executed in distinct artistic pattern - promotes critical thinking and analysis to Blended into harmonious designed develop cognitive abilities pattern expression 3. Authenticity- literature is a genuine linguistic Lynch- Brown and Tomlinson (2005) in their material to be studied and read. book “Essentials of Children’s Literature” recognized that reading literature will gain - creates engaging and meaningful learning personal and academic values for our learners. experiences that foster language acquisition, cultural understanding, and critical thinking Personal Value Academic Value skills Enjoyment Improving Imagination Reading 4. Memorability- can be a memorized archive and Inspiration Skills of linguistic usage. Vicarious Developing Experience Writing Voice - through repeated exposure to literary texts, Understanding and Style literature reinforce language learning and Empathy Learning - connect new language with meaningful Cultural Content- Area context Heritage Moral Knowledge 5. Rhythmic resource- assimilate the rhythms Reasoning Promoting Art of language. Literary and Appreciation Artistic - improve learner’s pronunciation, intonation, Preferences and overall fluency Parkinson and Thomas (2000) in Sell (2005) has listed benefits of teaching literature in the CULTURAL COMPETENCE language classroom as collected from various 1. Cultural enrichment- promote cultural authors and research studies. Here is their list: understanding and awareness - Exploring diverse literary works and LANGUAGE ACQUISITION analyzing their cultural context, readers - learn language art can gain valuable insights into different cultures and ideologies from different - function: medium of teaching time. 1. Linguistic model- provide examples of LIFE ISSUES AND EXPERIENCES “good” writing, linguistic diversity, expressive 1. Mental training- train the mind and ranges. sensibility - Develop critical thinking skills, empathy, -the way language is use and produce imagination and emotional intelligence - function of language in text 2. Motivating material- engage with and motivate a learner to deal with subjects and themes of interest to the learner.  - Relatable stories CHOOSING BOOKS AND READING - Engaging, authentic, and culturally MATERIALS IN TEACHING LITERATURE relevant content foster intrinsic Factors Related Directly to Students motivation 3. Open to interpretation- serve as a basis Students' level- the instructor needs to be for “genuine interaction” between aware of the students' level and acknowledge learner. that fact when selecting the materials for the - Stimulates learners to construct reading class. meaning Students' interest- material that the students 4. Convenience- literature is a handy are likely to be interested in. resource Students' needs- teacher should be aware of Frameworks to Consider in Teaching the students' needs to be able to help them fulfill Literature these needs by providing appropriate materials. A. Literary Criticism Theories Students' background knowledge- the - schools of thought or style instructor must be familiar with the students' - lens in viewing or in critiquing the literary background knowledge. text - theoretical way (medium) to interpret a Aspects Related to the Teachers literary piece according to a specific Teachers should use activities that period or location, the background and/or encourage students' communication and identity of the author or the reader, and to relate to their life. a unique worldview use pre-reading, while reading, and after- B. Genres, Branches, and Authors reading activities. - structural and stylistic perspective use prediction making, jigsaw reading, - genre can predict the form of a literary piece matching or gap-filling, reading - knowledge of authors and their texts will also comprehension, debates, and creative writing. help literature teachers identify which will be appropriate to a certain period, location, genre, Aspects Related to the Teachers and set of language competencies. lessons should be student centered. C. Cultural and Historical Contexts a resource which contributes to the - describes the relevance of the text to the students' personal growth moods, attitudes, conditions, and acceptable norms which existed in a particular person, a resource for literary and linguistic period (history), society, group of people development and they should not be (culture), religion, gender, or technology. regarded as assessment material. Analyzing the context will lead us to a better understanding of the entire text. D. Models and Approaches in Teaching - most common approach to literature in Literature the EFL classroom. refers to as the language-based approach Carter and - approaches teachers may employ when Long (1991). teaching and learning literary texts. - students can improve their language - attuned to the view and philosophy teachers proficiency. By using literature as a resource in language learning. have in literature and language learning. - for linguistic practice. 1. CULTURAL MODEL - This model provides - aims to be more learner-centered. an opportunity for students to explore cultural PERSONAL GROWTH MODEL – This background, which leads to a genuine model involves students’ personal, understanding of literary works and encourages intellectual, and emotional experiences. students to understand different cultures and Students are encouraged to express their feelings and opinions and to make ideologies in relation to their own. connections between their own personal − traditional approach to teaching and cultural experiences and those literature. expressed in the text. Another aspect of − views a literary text as a product. this model is that it helps students − treated as a source of information about develop knowledge of ideas and target culture. largely rejected by those in language—content and formal TEFL. schemata—through different themes and − little opportunity for extended language topics. work. - it is an attempt to create link between the − views as a source of facts or opinions. language model and the cultural model. - the focus is placed on the use of − considered as the information-based language but used in a specific cultural approach. context. − as a way of teaching knowledge about - students have to be intellectually and literature. emotionally engaged in the lesson and − literature is seen to offer a source of especially in the reading activity. information to the students. - students are encouraged to express their − focuses on content. opinions and beliefs to make connections − teaching methodologies tend to be between their own experiences and the teacher-centered. text and use of critical thinking. 2. LANGUAGE MODEL - enables students to access a text in a systematic and APPROACHES IN TEACHING methodical way to study examples of LITERATURE specific linguistic features, literal and 1. STYLISTIC APPROACH - the way figurative language, and direct and language is used in a particular genre, indirect speech. period, or school of writing. This view of - it relies on the development of students' style may be in reference to the language knowledge by working with familiar habits shared by a group of people at a grammar, lexical, discourse categories. moment; or over a period of time. - it focuses on the way language is used in - look out for the language habits shared literary texts. by both writers and how the linguistic - it does not encourage creative thinking elements enhance the realization of their but the acquisition of information related thematic concerns. to text. 2. MORAL-PHILOSOPICAL - evaluate - text is chosen according to similar literary works based on the moral theme compare to learner. statements and judgments the E. Comprehension Levels in Reading characters and author express Literature throughout the literary text. -Aristotle: cultivation and fostering virtue - guides teachers to extract comprehension -Plato: capable of corrupting morals and from learners according to the analysis of multi- undermining religion. level questions from easy to complex. 3. PARAPHRASTIC – primarily - read the literary text to the lines (literal level) paraphrasing and rewording the text to simpler language or use other - between the lines (inferential) languages to translate it. Teachers use - beyond the lines (interpretative) simple words or less complex sentence structure to make the original text easy - art of questioning, our learners become active to understand. and critical readers in real life. - useful for students who may struggle Literature comes from the Greek word litera which with unfamiliar vocabulary, abstract means ‘letter’. concepts, or complex sentence structures. - Utilitarian literature means anything that has 4. INFORMATION-BASED – emphasizes letters which are for practical, daily life use. the factual and historical context Examples of utilitarian literature are surrounding a literary work. This memoranda, news reports, and speeches which approach focuses on providing students were created for the sake of a need, a utility. with a deep understanding of the time - Creative literature appeals to the aesthetics as period, cultural background, and shown in the styles of writing by authors, poets, historical events that influenced the novelist, and playwright. Style is expressed in the author and the text. form of writing which might coincide with the known characteristics of the genre. The major - a systematic study of literary devices, divisions of creative literature are prose and genres, and periods. poetry. - Literature as a source of information - Prose is creative literature without much regard 5. LANGUAGE-BASED - emphasizes the to metrical structure, it can be spoken or written analysis and appreciation of the as long as it is in the ordinary form. Prose can be language used in literary texts. It divided into fiction and non- fiction. focuses on the linguistic features, such as vocabulary, syntax, and figurative Fiction prose refers to non- metrical texts with plot, language, that contribute to the overall settings, characters, and themes created from the meaning and effect of the text. imagination. Short stories, novels, and novelettes are 6. PERSONAL-RESPONSE - encourages written fiction prose while fables, fairytales, myths, students to connect with the text on a legends, and folktales are fiction prose from oral personal level by sharing their thoughts, tradition. feelings, and experiences related to the Non- fiction texts refer to factual narrations focused on work. This approach fosters deeper factual events, places, and people. Biographies. Essays, engagement, critical thinking, and a love journals, and epistles are some genres under non-fiction. for literature. Poet Edgar Allan Poe describes poetry as the “rhythmical creation of beauty.” It is a form of creative literature which utilizes words in unique and special way. Poetry uses figurative language, imagery, rhyme, and other stylistic devices in its formulation of verses and lines. Poetry can be distinguished into lyric and narrative kinds. Lyric poems express observations, emotions, and feelings in a metered verse structure. Genres under lyric poems are songs, sonnets, odes, elegies, and the Japanese poems haiku and tanka. Narrative poems are story poems- they narrate plots in metrical form and the elements of a story are present in them. Epics, metrical romances, and ballads are genres under narrative poetry. Drama is performance literature. It is the portrayal of events (fictional or true) with the delivery of written dialogue in either prose or poetry structure. They can be performed on stage, in television, film, or even the radio. The two flavors of drama are comedy and tragedy. New genres emerged like dramatic monologues, tragicomedies, melodrama, satires and farce. Because drama can be prose or poetry, it is organized as a sub- branch of literature with prose and poetry as the main branches. For fiction prose, narrative poetry, and drama, they can be classified to genres according to content or plot theme. Common story genres are romantic, tragic- horror, mystery, crime- thriller, science, fantasy, and historical.