paraphrastic approach in teaching literature

/K 37 /K 14 /S /Normal /A 838 0 R >> /A 977 0 R /GS0 808 0 R /A 918 0 R << >> endobj /Resources << /Pg 32 0 R 14 0 obj /K 1 /A 912 0 R /P 1136 0 R /Pg 17 0 R /P 939 0 R paraphrastic approach. 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R 173 0 R 174 0 R 175 0 R 176 0 R 177 0 R << /Pg 25 0 R 622 0 obj /A 1026 0 R endobj /Pg 34 0 R /P 851 0 R Approaches To Teaching Literature | PDF | Reading (Process) | Cognition endobj /Pg 30 0 R << endobj >> /Pg 22 0 R /F4 804 0 R Once all cards are in . /S /Body#20Text Paraphrase Activities & Games | Study.com /P 11 0 R endobj /P 11 0 R endobj <> /A 857 0 R /Rotate 0 /A 915 0 R /MediaBox [0 0 595.22 842] /K 58 /P 11 0 R << << endobj This study investigates a teacher's, and his students', perceptions of the benefits or otherwise of a flipped . >> >> /K 22 /Pg 29 0 R << 22 0 obj endobj /P 11 0 R /S /D /A 1038 0 R /P 1103 0 R /P 11 0 R /Pg 29 0 R /K 36 /A 839 0 R endobj /P 11 0 R 1.3 Primary and secondary education: From learning with literature to 760 0 obj << 48 0 R] /Contents 833 0 R endobj /K 5 >> /Pg 31 0 R /S /Normal /Pg 30 0 R /K 22 >> << /A 913 0 R /K 13 Different moral or philosophical approaches help to . << >> /MC0 807 0 R endobj /A 912 0 R endobj /Pg 20 0 R endobj /S /LBody /S /Normal /TT1 803 0 R << /S /Body#20Text /K 10 /P 1118 0 R /A 838 0 R /S /Normal /A 840 0 R /S /Normal /S /Normal /Pg 35 0 R /Pg 29 0 R /A 1038 0 R /S /Body#20Text /K 54 endobj /S /Normal endobj << >> endobj /P 923 0 R /Annots [810 0 R] /Pg 26 0 R endobj >> /K [843 0 R 844 0 R 845 0 R 846 0 R 847 0 R] << /A 885 0 R << /Pg 27 0 R 10 0 obj << /ExtGState << 139 0 obj /P 11 0 R /P 11 0 R /MC0 807 0 R << 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 . /OCProperties << >> endobj >> /Pg 37 0 R /A 977 0 R >> << endobj 7 0 obj >> /A 839 0 R << /A 1016 0 R /A 838 0 R HtTMo0W1'RU B=T\Hivinw@K%f27mlf\Wxk,lU~BLIPaBDb$L*n//38,57NW;'3y /StructParents 5 /K 71 /K 14 endobj /K 31 674 0 obj /Pg 29 0 R << << >> /P 1076 0 R /StructParents 13 >> /Pg 25 0 R /A 915 0 R /A 857 0 R << /Pg 22 0 R /P 259 0 R /S /Normal /K 39 407 0 obj endobj << << >> /K 11 >> 516 0 obj >> /Pg 36 0 R 761 0 obj /A 840 0 R << /K 14 544 0 obj /Pg 30 0 R /Pg 29 0 R /S /Normal /S /Normal /A 915 0 R /S /Normal In addressing selected language learning, use and associated issues that are salient to this scenario, the present collection of recent research topics in English language studies brings to the initiated reader a smorgasbord of insights into the linguistic environment of the multicultural microcosm that Malaysia is. /S /Body#20Text Abstract. /K 1 /Im1 809 0 R /S /Normal endobj /Pg 23 0 R << >> /ProcSet [/PDF /Text] /S /Normal /K 8 /S /Body#20Text /A 839 0 R endobj /Parent 8 0 R /P 845 0 R /A 918 0 R /ParentTree 12 0 R /K 17 << endobj << /Pg 24 0 R >> >> 188 0 obj /MC0 807 0 R 775 0 obj endobj >> /Type /Pages /Pg 24 0 R >> /A 839 0 R 528 0 obj << /A 1034 0 R << /K 18 /Pg 22 0 R << endobj << << 264 0 obj As a popular Web 2.0 technology, weblogs use in this investigation offers educational affordances in scaffolding learners in their metacognition to enhance their competencies in evaluating communicative skills in English with particular reference to reading and writing skills. /Pg 35 0 R endobj 261 0 obj /TOA /TOC << <> /S /Body#20Text /K [6 888 0 R] /P 1083 0 R /K 18 endobj /A 1034 0 R /Pg 25 0 R /S /LBody /Pg 25 0 R /S /Body#20Text /A 840 0 R endobj /S /Normal >> 215 0 obj /PageLayout /OneColumn /A 912 0 R << /Pg 26 0 R /A 1034 0 R >> 784 0 obj 688 0 obj << /K 2 endobj /K 29 /Pg 18 0 R >> /Pg 37 0 R << /Pg 18 0 R 432 0 obj /S /Normal endobj <> /S /Normal 348 0 obj 496 0 obj /A 915 0 R /S /Normal /Pg 17 0 R /Pg 25 0 R /A 915 0 R /P 11 0 R 756 0 obj << >> /S /Body#20Text /P 933 0 R /A 918 0 R >> << /A 918 0 R << endobj /S /Body#20Text /Pg 36 0 R Instructional Practices in the Teaching of Literature: What Matters? /P 1252 0 R /K 57 /Pg 35 0 R /K 102 << /Contents [791 0 R 792 0 R 793 0 R 794 0 R 795 0 R 796 0 R 797 0 R 798 0 R 799 0 R 800 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. Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. /P 1187 0 R >> /Pg 25 0 R << 192 0 obj /A 839 0 R /Parent 9 0 R /K 100 << /A 915 0 R /K 12 Learn faster and smarter from top experts, Download to take your learnings offline and on the go. /MediaBox [0 0 595.22 842] >> /Contents 831 0 R /S /Normal 750 0 R 751 0 R 752 0 R 237 0 R 238 0 R 239 0 R 753 0 R 754 0 R 755 0 R 756 0 R /K [19 856 0 R] >> endobj /Pg 20 0 R >> << /S /Body#20Text /Pg 34 0 R endobj /Pg 29 0 R /K 19 /P 11 0 R /S /TextBox /S /Normal endobj >> /P 11 0 R /S /Normal /Pg 23 0 R /S /Normal II. << endobj /Pg 30 0 R /A 840 0 R /TT2 836 0 R /K 18 /Pg 25 0 R /K 1 >> /S /Normal /S /Superscript endobj /P 1141 0 R 342 0 obj /A 839 0 R << /K 2 << 106 0 obj >> /K 21 endobj 722 0 obj /Pg 25 0 R /S /Body#20Text << << >> endobj endobj /A 1016 0 R /A 927 0 R endobj endobj >> /A 1016 0 R /S /Normal /A 912 0 R /A [873 0 R] /Resources <> /Pg 22 0 R >> /S /Body#20Text /S /Normal 764 0 obj /P 1223 0 R /P 1170 0 R /S /Normal /A 838 0 R /Resources <> /K 27 /P 11 0 R >> /P 1155 0 R /S /Body#20Text /Pg 19 0 R /P 11 0 R /K 81 endobj /ProcSet [/PDF /Text] /S /Normal /MediaBox [0 0 595.22 842] /A 838 0 R /A 840 0 R << >> /Type /Page This study aimed to explore the effectiveness of certain teaching approaches in a literature classroom in an English as a Foreign Language (EFL) setting. Free access to premium services like Tuneln, Mubi and more. endobj >> /S /Body#20Text 498 0 obj << /Pg 24 0 R endobj /P 1001 0 R endobj /Pg 22 0 R /A 1026 0 R /S /Normal /Pg 31 0 R << /Pg 31 0 R /A 1034 0 R /Pg 36 0 R >> /A 839 0 R /A 840 0 R >> /K 40 /Pg 27 0 R /A 912 0 R >> >> 355 0 obj endobj /K 8 /ProcSet [/PDF /Text] Engaging Stories: Creating an Ethnographic Literacy Narrative Project in Firs Technology in Differentiated Instruction and Cultural Diversity, Literacy across the curriculum in urban schools, Literate environment analysis presentation, ASSIGNMENT- Write a program that asks the user for 2 names and display.pdf, create a designer work based on the requirements.docx, Create a compelling vision for the acquisition that is less.docx, create a code of ethics for you and your as.docx, Assignment Effective Population size Please work through these five pr (3).pdf, Create a company and give me a brief overview of.docx, 4._Caasi_Cristine_Jane_R. << /ProcSet [/PDF /Text] 593 0 obj /Pg 25 0 R /Resources << /K 10 /A 912 0 R >> /S /Normal 151 0 obj /Rotate 0 endobj /A 1016 0 R /P 11 0 R /K 19 753 0 obj << uuid:c926cf7d-4e33-4bfd-80e1-cdf40cc42eda 690 0 obj endobj << << /CropBox [0 0 595.22 842] << /S /Normal /K 4 << >> /A 840 0 R endobj /Pg 25 0 R 719 0 obj << /A 839 0 R /P 1163 0 R >> >> /Pg 37 0 R endobj 109 0 obj 189 0 obj /A 840 0 R /Pg 23 0 R /S /Normal One is the to utilize approaches and strategies that will cultural approach that aims at developing the help develop students' critical thinking skills. Activate your 30 day free trialto unlock unlimited reading. >> /P 951 0 R >> 781 0 obj /A 912 0 R /P 11 0 R /Pg 23 0 R /P 11 0 R /S /Normal /Pg 22 0 R /K 3 >> 343 0 obj /Rotate 0 endobj endobj endobj 262 0 obj /StructParents 1 /P 1149 0 R 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 722 0 R 723 0 R 724 0 R 725 0 R endobj /K 14 >> endobj /P 11 0 R /Pg 34 0 R /P 966 0 R /A 840 0 R /Resources << 53 0 obj /P 11 0 R /S /Normal << /Pg 24 0 R /K 10 endobj 124 0 obj /K 51 /Properties << 778 0 obj Types of English Literature Teaching Approaches Preferred by Teachers /A 840 0 R /A 1026 0 R /S /Normal <> >> << 188 0 R 189 0 R 190 0 R 191 0 R 192 0 R 193 0 R 194 0 R 195 0 R 196 0 R 197 0 R endobj /S /Normal >> /A 915 0 R /A 912 0 R /Pg 22 0 R endobj /K 53 /S /Normal /K 25 /P 1008 0 R /K 11 /Properties << /Pg 24 0 R 562 0 obj << << >> /S /Normal /Pg 24 0 R endobj << /A 1038 0 R /Pg 24 0 R 125 0 obj >> /P 236 0 R endobj endobj /S /Normal 291 0 obj /A 840 0 R /LastModified (D:20080423093025) /S /TextBox /Pg 22 0 R /S /Normal endobj 499 0 obj >> /A 912 0 R /K 3 /P 944 0 R /StructParents 7 320 0 obj /S /Normal endobj /K 2 646 0 obj /S /Normal <> the use of the teaching approach on students was also studied. /S /Normal /S /Normal This study also investigates the learner's detailed responses . /Pg 29 0 R /A 912 0 R 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 /Type /Page /Pg 19 0 R /Contents 828 0 R << /Pg 29 0 R /P 1028 0 R endobj /S /Normal /P 979 0 R /Pg 25 0 R 230 0 obj /Font << /Pg 34 0 R /S /Normal 394 0 obj >> /A 915 0 R 67 0 obj /P 234 0 R << >> >> /A 838 0 R /A 915 0 R /S /Normal 391 0 obj << /A 840 0 R >> /S /Body#20Text /P 11 0 R /K 68 << endobj /Pg 19 0 R /Pg 33 0 R <> /P 936 0 R /K 15 /S /Normal /S /Normal >> /S /TextBox /P 11 0 R 365 0 obj endobj >> >> >> /K 35 /A 977 0 R /Resources << /P 11 0 R endobj /TT0 801 0 R << endobj << /Pg 23 0 R /K 17 /S /Body#20Text 93 0 obj /A 1038 0 R /K 36 /P 1030 0 R endobj endobj /A 840 0 R /TT3 802 0 R 614 0 obj << /S /Normal /Properties << 55 0 obj /A 992 0 R endobj /S /Normal endobj /StructParents 16 693 0 obj << endobj /S /Normal /A 912 0 R /S /Normal /ProcSet [/PDF /Text] 747 0 obj endobj /S /Body#20Text /K 4 /K 3 /S /Normal /K 42 /A 974 0 R /Pg 25 0 R endobj /A 840 0 R /Parent 8 0 R 649 0 obj >> /K 20 /K 10 << >> /P 1262 0 R /Pg 26 0 R << endobj endobj /Pg 26 0 R endobj /K 9 /K 7 115 0 obj 591 0 obj << << /A 840 0 R endobj /K 90 /K 39 /P 11 0 R 108 0 obj 14 [189 0 R 190 0 R 191 0 R 192 0 R 700 0 R 701 0 R 702 0 R 703 0 R 704 0 R 705 0 R <> /P 11 0 R 292 0 obj /A 912 0 R 400 0 obj /K 44 /Pg 25 0 R /Pg 24 0 R << >> /Pg 34 0 R /Pg 22 0 R >> /A 840 0 R /A 912 0 R << /P 1167 0 R /P 1183 0 R /S /Normal /S /Body#20Text#20Indent Approaches in Teaching Literature|Teaching Literature - YouTube << /K 49 /S /Body#20Text /P 11 0 R << /S /Normal endobj endobj /A 912 0 R endobj /Pg 29 0 R /Contents 814 0 R >> /S /Normal /A 1016 0 R /A 912 0 R /S /TextBox << /S /Normal <> /S /Normal 51 0 obj << 245 0 obj /Font << endobj /P 1240 0 R /A 915 0 R /A 839 0 R 502 0 obj 179 0 obj /K 16 148 0 obj /ExtGState << endobj /ProcSet [/PDF /Text] 249 0 obj >> >> /K 51 /Pg 16 0 R /Contents 812 0 R << endobj 166 0 obj << /A 918 0 R /Pg 21 0 R /K 30 223 0 obj 477 0 obj /K 45 >> /A 915 0 R 517 0 obj /Properties <> << /A 1016 0 R endobj /Pg 31 0 R /P 11 0 R << /GS0 808 0 R << /K 45 << >> >> /P 1156 0 R /K 25 /StructParents 17 /S /Normal /S /Normal /P 11 0 R >> W. HAT . /P 233 0 R endobj 326 0 obj /Pg 37 0 R /Pg 35 0 R /Pg 20 0 R /A 840 0 R >> /P 1089 0 R endobj >> 495 0 obj /TT0 801 0 R /Pg 23 0 R /Pg 20 0 R D:20080421080735 /S /Body#20Text << These models have been incorporated in various approaches in the teaching of literature. >> 421 0 obj /S /Normal endobj << All Categories; Metaphysics and Epistemology /Pg 31 0 R /P 1080 0 R >> /ProcSet [/PDF /Text] 783 0 obj /S /Normal /P 993 0 R /K 70 438 0 obj /P 997 0 R /Pg 29 0 R 19 0 obj 564 0 obj /S /Body#20Text 676 0 obj /K 9 /MediaBox [0 0 595.22 842] 703 0 obj endobj endobj << >> >> 384 0 obj << /S /Body#20Text 143 0 obj endobj /K 55 >> /K 9 540 0 obj 235 0 obj >> << endobj /A 1038 0 R /MC0 807 0 R /Pg 23 0 R /Pg 29 0 R endobj >> >> /K 77 41 0 obj 511 0 obj /P 1057 0 R /A 1038 0 R /K 27 endobj /S /Body#20Text >> teacher s approaches in teaching literature observations web context these models have been incorporated in various approaches in the teaching of literature there are six approaches in the teaching of literature /A 886 0 R 314 0 obj /Contents 824 0 R 558 0 obj /A 840 0 R /Endnote /Note /K 2 come to actualities /S /Normal /S /Normal 541 0 obj 11 [161 0 R 682 0 R 683 0 R 684 0 R 685 0 R 686 0 R 687 0 R 688 0 R 689 0 R 690 0 R /Parent 9 0 R >> endobj >> << endobj /K 3 598 0 obj >> /A 927 0 R << 770 0 obj >> << /Parent 8 0 R endobj /K 46 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. << Components labelled as emotional . /P 11 0 R We present a human-interpretable, feature-based method to measure paraphrastic modification. /K 15 /P 11 0 R << /K 35 /P 1107 0 R >> endobj /P 1246 0 R >> /S /Normal /P 1063 0 R /A 840 0 R /ExtGState << /GS0 808 0 R /MC0 807 0 R 518 0 obj /K 16 /A 915 0 R /K 2 /Pg 22 0 R >> /Pg 23 0 R /A 977 0 R /K 8 /K 4 /P 1255 0 R /K 21 >> endobj << 776 0 obj 909 0 obj <> endobj /P 1210 0 R endobj /P 846 0 R /A 912 0 R 415 0 obj <> /CropBox [0 0 595.22 842] << endobj /S /Body#20Text /A 839 0 R 453 0 obj /P 11 0 R >> /Pg 31 0 R >> /Pg 19 0 R /A 912 0 R >> /K 30 Syntax; Advanced Search; New. << /S /Normal College employ Information-based Approach, followed by Personal Response Approach, Paraphrastic Approach, Moral-Philosophical Approach, Language-based Approach, and lastly, the Stylistic Approach. >> >> << /K 22 /TT2 802 0 R /Pg 22 0 R 508 0 obj >> >> /Pg 31 0 R >> /S /Normal /S /Body#20Text endobj << << /S /Normal << >> /S /Normal << << << /Pg 21 0 R << >> >> 336 0 obj >> /K 34 endobj endobj 17 0 obj /K 36 >> /P 11 0 R endobj >> /S /Normal << /Pg 25 0 R >> endobj /S /Normal /S /Normal /P 11 0 R endobj 509 0 R 510 0 R 511 0 R 512 0 R 513 0 R 514 0 R 515 0 R 516 0 R 517 0 R 518 0 R /Pg 30 0 R /K 32 >> 170 0 obj /Pg 31 0 R << /K 0 << /K 5 PDF A Literature Review of Task-based Language Teaching in College Reading >> /A 977 0 R /P 989 0 R endobj /Pg 25 0 R << 183 0 obj 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R] 767 0 obj >> /Rotate 0 /K 26 /A 994 0 R 510 0 obj endobj /Pg 36 0 R /Pg 21 0 R 89 0 obj /P 11 0 R endobj 470 0 obj /MediaBox [0 0 595.22 842] /Pg 25 0 R << >> In this model, the learners have to explore and interpret the social, political, literary and historical context of a specific text. /A 1034 0 R endobj endobj /Pg 25 0 R /S /Body#20Text << /TT2 802 0 R 435 0 obj <> 181 0 obj << /Type /Page >> /Pg 25 0 R /Font << endobj << /Contents 834 0 R /A 839 0 R /K 0 /Pg 24 0 R endobj >> << 461 0 obj /Type /Page << endobj 180 0 obj >> /P 11 0 R 473 0 obj << /S /Normal /P 1069 0 R 573 0 obj << /Pg 15 0 R << /S /Normal /P 1103 0 R >> 530 0 obj >> endobj >> /A [865 0 R] >> /Pg 18 0 R >> /A 913 0 R /TT1 803 0 R /A 912 0 R endobj /Pg 33 0 R /S /Body#20Text 705 0 obj endobj >> /P 1110 0 R 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. endobj >> >> 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. endobj endobj /TT0 801 0 R endobj /K 4 << 433 0 obj /A 840 0 R 594 0 obj >> /S /Normal << << /K 62 /Pg 31 0 R /P 11 0 R >> /K 4 /K 25 /A 918 0 R << /Pg 35 0 R /StructParents 23 529 0 obj >> endobj /A 1026 0 R 689 0 obj /S /Normal 575 0 obj << 758 0 obj >> /S /Normal /P 916 0 R << endobj endobj /Pg 31 0 R /A 840 0 R /Pg 29 0 R /S /Normal endstream << /K 63 /A 840 0 R /K 69 endobj /S /Normal /Pg 35 0 R /P 934 0 R 345 0 obj /S /Normal endobj endstream endobj 63 0 obj <> endobj 64 0 obj <> endobj 65 0 obj <>stream /S /Normal /Pg 25 0 R << 423 0 obj >> /K 63 << endobj /K 7 >> /K 15 endobj /Pg 35 0 R /Pg 21 0 R 177 0 R 178 0 R 179 0 R 180 0 R 181 0 R 182 0 R 183 0 R] /Footnote /Note << /Pg 30 0 R /S /Normal 86 0 obj <>stream 623 0 obj endobj << /S /Normal /Pg 31 0 R >> /S /Normal /S /Normal >> Except for some extreme metaphrasers in the early Christian period and the Middle Ages, and adapters in various periods (especially pre-Classical Rome, and the 18th century), translators have generally shown prudent flexibility in seeking equivalents"literal" where possible, paraphrastic where necessaryfor the original meaning and other . /A 912 0 R /Pg 22 0 R /S /Normal >> /K 28 252 0 obj /K 11 /A 914 0 R endobj /P 941 0 R << /MC0 807 0 R /S /Normal /Pg 23 0 R >> /S /Normal /K [775 0 R 776 0 R 777 0 R 778 0 R] 662 0 R 663 0 R 664 0 R 665 0 R 666 0 R 667 0 R 668 0 R 669 0 R 670 0 R 671 0 R /K 13 /S /LBody endobj << 458 0 obj << >> /P 234 0 R /Pg 36 0 R /K 12 /S /Normal >> 637 0 obj /Rotate 0 /Pg 31 0 R endobj /Pg 35 0 R /S /Normal /S /Normal /P 955 0 R 280 0 obj endobj The approach of formalism in analyzing a work is of critical importance to those who believe in the precepts of this particular set of values. >> endobj <> 117 0 obj /A 839 0 R 25 0 obj endobj >> /A 840 0 R endobj /P 258 0 R /K 5 50 0 obj /Pg 31 0 R 95 0 obj 652 0 obj /P 11 0 R /S /Normal /Resources <> endobj >> /Parent 10 0 R 624 0 obj >> /GS0 808 0 R endobj /S /Normal << 405 0 obj << 54 0 obj 509 0 obj >> endobj >> /S /Normal endobj /Parent 3 0 R /A 1018 0 R /A 1034 0 R endobj endobj 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 /A 838 0 R endobj >> /P 11 0 R /CropBox [0 0 595.22 842] /Pg 34 0 R /S /Normal /S /Normal /P 256 0 R endobj << /Pg 22 0 R /S /Normal /Properties << endobj /A 918 0 R 284 0 obj >> 667 0 obj /K 14 << /S /LBody >> 256 0 obj /S /Body#20Text /Pg 26 0 R /Pg 22 0 R /K 43 /P 933 0 R /K 39 /S /Normal /S /Normal /P 11 0 R /A [877 0 R] << >> endobj endobj endobj /A 839 0 R /K 8 392 0 obj endobj << /A 912 0 R /P 1027 0 R /Pg 31 0 R /P 11 0 R