MODELS OF TEACHING LITERATURE IN ENGLISH

DR. HUSNIAH SAHAMIDEDUATION FACULTY

UNIVERSITI PUTRA MALAYSIA

Different models

• different models suggested on the teaching of literature to ESL/EFL students (Carter & Long, Lazar).

• How teacher uses a literary text depends on the model chosen

• differ in terms of focus on the text

Cultural model

• views a literary text as a product• treated as a source of information about

target culture. • most traditional approach• often used in university courses on literature.

Cultural model

• examine the social, political, historical background to a text,

• literary movements and genres.• no specific language work done on a text.• quite teacher-centred.

Cultural Model

• largely rejected by those in TEFL• tend to be teacher-centred• little opportunity for extended language work.

Cultural Model

• views literature as a source of facts or information

• reading tends to be based on obtaining information.

• teacher transmits knowledge and information to the students

Cultural Model

• Carter (1988) considers the information-based approach

• as a way of teaching knowledge about literature

• literature is seen to offer a source of information to the students.

Cultural Model• teaching methodologies tend to be teacher-

centred • Lazar (1993): focus on content• require students to examine history and

characteristics of literary movements • cultural, social, political and historical

background to a text,• thus demanding a large input from the teacher.

Activities

• lectures, explanation, • reading of notes and criticism provided in

workbooks or by the teacher. • usually cater for instrumental purposes such

as examinations (Carter & McRae, 1996).

Language Model

• most common approach to literature in the EFL classroom

• Carter and Long (1991) refer to as the ‘language-based approach’.

Language Model

• seeks a closer integration between language and literature.

• Students can improve their language proficiency

• by using literature as a resource in language learning.

Language Model

• little engagement of the learner with the text • For linguistic practice• used in mechanistic way • Provide a series of language activities• orchestrated by the teacher.

• The language model seeks greater unification between language and literature.

• Carter (1988) :• the language-based approach helps students

to focus attention on the way as to how the language is used

Lazar (1993)

• see literary texts as resources for language practice

• through series of language activities• rather than studying literature for the

purpose of acquiring facts and information.

Language Model

• 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, • direct and indirect speech.

Language model

• aims to be more learner-centred. • attention to the way language is used.• meaning and increase general awareness of

English.

Language model• can choose to focus on:• general grammar and vocabulary • or use stylistic analysis.

Activities

• cloze procedure, • prediction exercises• jumbled sentences, • summary writing, • creative writing and role play • part of the repertoire of EFL activities used by

teachers to deconstruct literary texts in order to serve specific linguistic goals.

‘reductive’ approach

• Carter and McRae (1996) • describe this model as taking a ‘reductive’

approach to literature. • activities are disconnected from the literary

goals of the specific text • : can be applied to any text.

Stylistic analysis

• close study of the linguistic features of the text • enable students to make meaningful

interpretations of the text• aims to help learners read and study literature

more competently.

Personal growth model (PGM)

• outlined by Carter and Long (1991)• attempts to bridge the cultural and language

model• Focus on the particular use of language in a

text• Placing it in a specific cultural context.

Personal growth

• helps learners develop knowledge of ideas and language

– content and formal schemata – through different themes and topics.

Personal growth

• seeks the opportunity • for students to relate and respond • to the themes and issues• by making a connection to their personal

lives.

Personal growth

• function relates• to theories of reading• emphasise the interaction• of the reader with the text.

Personal growth

• text itself has no meaning,• provides direction for the reader • to construct meaning from the reader's own

experience

Personal growth

• integrate all these elements• makes literature accessible to learners • beneficial for linguistic development

Personal Growth

• need of the students' personal engagement with the reading of literary texts.

• focuses on use of literature as a resource and not on the study of literature,

Personal growth

• development of language competence and literary competence of the students

• pleasure and personal fulfillment which come out of the reading of literature

• making a literary text one's own.

Personal Growth

• Model aims to infuse a continuous love and appreciation of literary texts

• Helps learners to achieve an engagement with the reading of literary texts.

• Encourages learners to enjoy and love literature beyond the classroom as mentioned by Carter

Personal Growth

• motivate and enliven the students in the literature class

• selecting appealing works • can respond linguistically and emotionally • the process of reading - an enjoyable,

responsive, individual and collective experience for all.

• (Carter and Long 1991:16-19)

Personal Growth

• highlights also, the necessity and pedagogical value

• of developing students' critical awareness • become critical readers of literary texts

Integrated Model

• Duff and Maley (1990), • main reasons for integrating these elements• linguistic, • methodological • motivational.

Linguistically,

• by using a wide range of authentic texts• we introduce learners to a variety of types• and difficulties of English language.

Methodologically,

literary discourse sensitises readers to the processes of reading:

• e.g. the use of schema,• strategies for intensive and extensive reading

etc.

Motivationally

• literary texts prioritise the enjoyment of reading

Reference:

• Carter, R. & Long, M.N. (1991) Teaching Literature. Harlow : Longman

• Chitravelu, et. al. (1995) ELT Methodology: Principles and Practice. Kuala Lumpur: Fajar Bakti.

• Collie, J. & Slater, S. (1987) Literature in the Language Classroom. Cambridge: CUP

• Duff, A. & Maley, A. (1990) Literature. Oxford: OUP• Lazar, G. (1991) Literature and Language Teaching.

Cambridge: CUP• http://socyberty.com/education/models-of-teachin

g-literature/#ixzz19xPSEUL0