paraphrastic approach in teaching literature

/S /Normal /A 912 0 R << /K 10 >> 508 0 obj /S /Normal 635 0 obj 395 0 obj 662 0 obj 100 0 R 101 0 R 102 0 R 103 0 R 104 0 R 105 0 R 106 0 R 107 0 R 108 0 R 109 0 R] >> << /A 839 0 R /K 6 /StructParents 4 /K 25 >> 64 0 obj 360 0 obj << >> /Pg 37 0 R /P 11 0 R /A 918 0 R <> /K 28 /ProcSet [/PDF /Text] << /P 1130 0 R /Pg 25 0 R 169 0 obj endobj endobj /Pg 22 0 R /Pg 29 0 R /A 839 0 R /S /Normal 532 0 obj /Pg 31 0 R /GS0 808 0 R /P 11 0 R /A 912 0 R /S /Normal uuid:c926cf7d-4e33-4bfd-80e1-cdf40cc42eda /S /Body#20Text /P 11 0 R 303 0 obj /S /Normal /Pg 24 0 R /K [757 0 R 758 0 R 759 0 R 760 0 R 761 0 R 762 0 R] /Pg 29 0 R endobj /P 1088 0 R 253 0 obj /S /Normal /K 37 /P 1046 0 R /A 886 0 R endobj endobj endobj endobj 269 0 obj /K 25 /P 934 0 R /K 8 >> <> /S /Body#20Text /A 840 0 R >> /K 18 /P 11 0 R << /Pg 24 0 R /Pg 29 0 R /S /Normal 108 0 obj /S /Normal /MC0 807 0 R /A 1034 0 R /Pg 29 0 R << /K 21 /S /Normal /Pg 23 0 R endobj 358 0 R 359 0 R 360 0 R 361 0 R 362 0 R 363 0 R 364 0 R 365 0 R 366 0 R 367 0 R /A 840 0 R Syntax; Advanced Search; New. /P 852 0 R endobj >> /Pg 25 0 R >> /A 1034 0 R /A 977 0 R /Pg 37 0 R 584 0 obj >> 2. 722 0 obj >> endobj /S /Normal endobj 58 0 R 59 0 R 60 0 R] /A 840 0 R /A [882 0 R] /Pg 25 0 R /P 11 0 R /K 2 /S /Body#20Text 323 0 obj endobj 575 0 obj 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. /P 11 0 R endobj /S /Normal /Pg 17 0 R >> 516 0 obj /ExtGState <> /Properties << << /TT2 802 0 R /S /Normal /CropBox [0 0 595.22 842] /A 918 0 R >> /Type /Page << endobj /A 1026 0 R /Pg 25 0 R << << >> /P 947 0 R /S /Normal 672 0 R 673 0 R 674 0 R 675 0 R 676 0 R 677 0 R 678 0 R 679 0 R 680 0 R 157 0 R 512 0 obj /A 927 0 R << /A 869 0 R /Hyperlink /Span /A 839 0 R 776 0 obj /P 1250 0 R /S /Normal endobj . << /Pg 16 0 R >> /Pg 23 0 R 39 0 obj /Pg 22 0 R /Pg 22 0 R /P 11 0 R endobj /K 18 248 0 R 249 0 R 250 0 R 251 0 R 252 0 R 253 0 R 254 0 R 255 0 R 256 0 R 257 0 R /A 927 0 R /K 24 /A 915 0 R /A 1026 0 R >> << /Pg 24 0 R /K 8 /S /Body#20Text /K 1 endobj /S /Normal 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] endobj /P 11 0 R endobj 353 0 obj /S /Normal /S /Normal 206 0 obj /Pg 35 0 R 599 0 obj /Pg 23 0 R 369 0 obj /A 839 0 R >> >> /S /Table The author of the article is aware that making the story short is still beneficial in contrast to some claims that doing such can lose the essence of a text. /Pg 30 0 R >> >> /P 234 0 R /S /Normal /A 840 0 R << /K 29 /A 915 0 R >> /P 1032 0 R >> /Pg 23 0 R endobj /DropCap /Figure /ExtGState << /Pg 23 0 R /P 995 0 R >> <> /Pg 22 0 R /Pg 37 0 R /GS0 808 0 R /Pg 17 0 R >> /P 1141 0 R /Resources << /K 12 /A 839 0 R /S /LBody 477 0 obj 621 0 obj 595 0 obj /Pg 26 0 R 411 0 R 412 0 R 413 0 R 414 0 R 415 0 R 416 0 R 417 0 R 418 0 R 419 0 R 420 0 R The study was conducted in 18 rural schools. endobj /A 915 0 R /S /Normal 124 0 obj >> endobj 158 0 R 159 0 R 160 0 R 161 0 R 162 0 R 163 0 R 164 0 R 165 0 R 166 0 R 167 0 R <> /K 59 << 135 0 R 136 0 R 460 0 R 461 0 R 462 0 R 463 0 R 464 0 R 465 0 R 466 0 R 467 0 R 422 0 obj 370 0 obj 100 0 obj /P 1168 0 R endobj /P 1009 0 R >> >> << >> endobj endobj /Pg 29 0 R << >> /K 20 /P 11 0 R << >> /Pg 21 0 R >> /CropBox [0 0 595.22 842] /A 839 0 R 788 0 obj >> endobj endobj << /K 49 /S /Normal /Contents 835 0 R /A 1034 0 R >> /P 11 0 R /K 21 /MediaBox [0 0 595.22 842] 102 0 obj >> /K 9 endobj /A 838 0 R /K 5 /S /Normal /S /Normal /P 11 0 R 505 0 obj /S /Normal /A 912 0 R /S /Normal /Pg 23 0 R /Pg 16 0 R /S /Body#20Text /A 838 0 R endobj /S /Body#20Text /S /Normal 622 0 obj 581 0 obj /Pg 37 0 R /A 918 0 R /Pg 34 0 R 729 0 obj /K 19 /A 915 0 R 6UL /efIYH2oS$ Yi 530120D5 L endobj /Resources << /Pg 25 0 R endobj /Pg 30 0 R 525 0 obj endobj Download now of 18 Approaches to Teaching Literature Overview Methods must: show how language, literature and composition are inseparable show how teachers can teach them in a logical organized manner show the necessity and means of skills instruction (spelling, vocabulary, reading, library, dictionary skills) Overview Methods must: /P 1203 0 R /P 1113 0 R /S /Body#20Text /A 912 0 R endobj /P 843 0 R endobj << /Pg 30 0 R /K 70 >> /Pg 24 0 R endobj 411 0 obj endobj /S /Normal /S /Body#20Text 382 0 obj 587 0 obj /S /Normal /K 44 /P 990 0 R /Pg 22 0 R /P 256 0 R 671 0 obj 547 0 obj /K 17 /Pg 15 0 R endobj 689 0 obj /K 16 113 0 obj /Pg 34 0 R Therefore, one approach to teaching literature is to raise students' interest and to involve them through student-centred activities. /ExtGState << >> 287 0 obj 617 0 obj /A 859 0 R >> endobj /A 977 0 R /MC0 807 0 R /Pg 25 0 R << >> /K 37 endobj 680 0 obj endobj endobj /K 11 /K 2 << /K 64 /S /Normal 568 0 obj << /S /Normal /P 11 0 R /P 949 0 R /A 915 0 R << endobj /TT2 803 0 R /S /Normal /K 1 /K 33 endobj /A 912 0 R /K 22 /K 37 /Pg 22 0 R /StructParents 23 744 0 obj >> << /S /Normal /Pg 29 0 R /A 912 0 R /Pg 31 0 R /Rotate 0 /Resources << /S /Normal /Pg 30 0 R /S /Normal /Pg 22 0 R 322 0 obj /Type /Page /TOF /TOC /Pg 29 0 R /Pg 25 0 R /Pg 20 0 R /S /Body#20Text >> /K 87 << /Pg 23 0 R /S /Normal /S /Normal By accepting, you agree to the updated privacy policy. 691 0 R 692 0 R 693 0 R 694 0 R 695 0 R 696 0 R 697 0 R 698 0 R 699 0 R 163 0 R /P 1028 0 R /S /Body#20Text 69 0 obj It was clearly Generate language practice using the text noted that students were asked to Paraphrastic Approach read aloud the literary text to the entire class. /Pg 24 0 R 4 0 obj /K 13 /A 840 0 R /P 236 0 R /S /Normal /S /Normal /S /Normal endobj 451 0 obj /P 1098 0 R /A 912 0 R /A 840 0 R /P 937 0 R different member states including the methodological approaches with regard to literary education. /K 18 /Pg 25 0 R /TT0 801 0 R /StructParents 21 237 0 obj /K 52 >> /P 11 0 R 158 0 obj 351 0 obj >> endobj /K 44 << /Pg 33 0 R >> /A 840 0 R /Pg 20 0 R /S /Normal /P 1088 0 R /P 11 0 R /TT0 801 0 R >> /Pg 26 0 R << 340 0 obj /S /Body#20Text >> 692 0 obj /K 5 /K 4 endobj endobj /K 50 158 0 R 159 0 R 681 0 R] ] /A 915 0 R /Pg 22 0 R /S /Normal /P 11 0 R endobj /A 1023 0 R /Type /Pages endobj /A 912 0 R /K 45 >> /TT1 803 0 R /S /Normal /A 992 0 R /P 1249 0 R >> /K [69 872 0 R] >> /Pg 25 0 R /K 51 /A 1038 0 R /P 1188 0 R /Properties << /K 35 /Contents 837 0 R /S /Body#20Text /S /Normal endobj /Pg 20 0 R /S /Normal /A 893 0 R /A 912 0 R /Pg 29 0 R << >> /K 28 endobj << 223 0 obj /Pg 25 0 R /P 11 0 R /P 11 0 R 544 0 obj /S /Normal >> >> We've encountered a problem, please try again. /Pg 27 0 R >> >> /A 912 0 R /A 912 0 R 225 0 obj /ProcSet [/PDF /Text] /A 1016 0 R endobj 329 0 obj /S /Normal <> /P 11 0 R /P 1194 0 R /S /Body#20Text /P 1202 0 R /Pg 34 0 R /ExtGState << /P 11 0 R 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. 499 0 R 500 0 R 501 0 R 502 0 R 503 0 R 504 0 R 505 0 R 506 0 R 507 0 R 508 0 R /A 908 0 R 488 0 R 489 0 R 490 0 R 138 0 R] >> /Pg 30 0 R endobj /P 1258 0 R endobj /P 304 0 R << endobj /Pg 24 0 R /Resources << /A 838 0 R /K [8 855 0 R] /Properties << 649 0 obj 133 0 obj /Pg 30 0 R endobj 99 0 obj 579 0 obj /Pg 36 0 R 403 0 obj /Pg 34 0 R endobj /S /Link >> endobj << /K 3 /K 7 << /Pg 25 0 R /K 26 >> 274 0 obj /Pg 19 0 R /S /Body#20Text << >> >> /S /Normal /TT1 803 0 R 136 0 obj /A 838 0 R endobj /A 913 0 R 295 0 obj /A 913 0 R << << << /S /Normal Some theories, issues and activities influencing acquisition of English as second language. << /Pg 26 0 R /Pg 37 0 R 434 0 obj << /S /Normal /K 33 >> /Pg 22 0 R /Pg 22 0 R 391 0 obj /P 928 0 R /S /Normal /S /Normal /Pg 29 0 R /Pg 27 0 R /Rotate 0 /ProcSet [/PDF /Text] 154 0 obj << /Properties << /S /Normal /Rotate 0 >> /P 11 0 R /K 5 /K 22 << /Pg 22 0 R endobj /P 11 0 R << 58 0 obj endobj /K 46 /P 11 0 R << 724 0 obj /A 839 0 R pigella miraculous ladybug power. << /Length 4383 /Parent 9 0 R << /A 927 0 R << >> /Pg 20 0 R 29 0 obj endobj /A 839 0 R /P 11 0 R /P 1259 0 R endobj >> /P 11 0 R >> /S /Normal << /A 925 0 R endobj 528 0 obj /K 5 410 0 obj >> /Pg 18 0 R 173 0 obj endobj /Pg 19 0 R endobj /S /Normal /ProcSet [/PDF /Text] >> /Pg 27 0 R /S /Normal /K 67 /S /Normal 146 0 obj /S /Normal endobj /A 840 0 R /S /Normal /A 1016 0 R /A 840 0 R /A [899 0 R] >> 199 0 obj 499 0 obj /K 895 0 R /S /Normal << Consistent with prior literature on professional development for teaching reading and writing, we . >> /A 840 0 R 736 0 obj /A 840 0 R /Pg 33 0 R /A 994 0 R /A 839 0 R /Pg 22 0 R /P 936 0 R Also, literature is often more interesting than the texts found in coursebooks. /Parent 8 0 R /P 11 0 R /S /Normal /K 4 /A 840 0 R >> endobj << 23 [368 0 R 369 0 R 370 0 R 371 0 R 372 0 R 373 0 R 374 0 R 375 0 R 376 0 R 377 0 R /Font << /Rotate 0 /K 10 /P 1245 0 R 354 0 obj /K 2 /K 9 >> /P 11 0 R /Pg 22 0 R 358 0 obj endobj /S /Normal << /A 912 0 R /S /Normal /P 11 0 R 316 0 obj /A 839 0 R /K 42 /Pg 30 0 R /K 26 << /S /Body#20Text /A 912 0 R >> >> << /K 6 >> /Pg 22 0 R /K 2 >> << /Pg 31 0 R endobj 530 0 obj /A 912 0 R /S /Normal /A 912 0 R /K 63 endobj >> /S /Body#20Text#20Indent >> >> /Kids [25 0 R 26 0 R 27 0 R 28 0 R 29 0 R 30 0 R 31 0 R 32 0 R 33 0 R 34 0 R] endobj /S /Body#20Text /P 11 0 R /Pg 24 0 R 485 0 obj It's called www.HelpWriting.net So make sure to check it out! /A 924 0 R 701 0 obj /A 840 0 R >> 459 0 obj /P 1235 0 R /S /L /S /Body#20Text endobj endobj << << /S /Normal /K 73 /Properties << 338 0 R 339 0 R 340 0 R 341 0 R 342 0 R 343 0 R 344 0 R 345 0 R 346 0 R 347 0 R 585 0 R 586 0 R 587 0 R 588 0 R 589 0 R 590 0 R 591 0 R 592 0 R 593 0 R 594 0 R << The results of the study revealed that instructors preferred personal-response approach and paraphrastic approach in the teaching of Philippine Literature. /S /Normal 264 0 obj 166 0 obj endobj 483 0 obj /S /Normal >> /A 904 0 R /Pg 35 0 R /A 1038 0 R << 182 0 obj /K 18 >> /A 1038 0 R /Footnote /Note /K 18 /P 1102 0 R >> 728 0 obj /A 977 0 R /A 1016 0 R /S /Body#20Text << /S /Normal endobj /S /Body#20Text /P 11 0 R >> >> 598 0 obj /Pg 33 0 R /Pg 17 0 R /S /Normal endobj /S /Normal /A 840 0 R /K [6 888 0 R] /A 838 0 R /K 11 /P 11 0 R 740 0 obj Weve updated our privacy policy so that we are compliant with changing global privacy regulations and to provide you with insight into the limited ways in which we use your data. << /S /Body#20Text >> /K 27 /P 1167 0 R /P 952 0 R /S /Normal /A 915 0 R << /K 58 endobj 565 0 obj 509 0 obj /S /Normal /A 838 0 R << /K 28 endobj /K 5 745 0 obj 769 0 obj 77 0 obj <>/Filter/FlateDecode/ID[<8C4C05AE9767B84890E316FAFFFB12FA>]/Index[62 25]/Info 61 0 R/Length 83/Prev 198684/Root 63 0 R/Size 87/Type/XRef/W[1 3 1]>>stream /S /Normal /P 11 0 R >> /Rotate 0 /TT2 802 0 R /P 1025 0 R /S /Normal endobj /Pg 22 0 R <> << /A 1016 0 R << >> /A 915 0 R /P 1266 0 R that did not adopt the approach. /K 6 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. Contending with the critical literary, cultural, and social issues of the period, Pardo /Pg 22 0 R >> /K 9 << >> 24 0 obj 134 0 obj /S /Normal 519 0 obj /Pg 29 0 R >> /Pg 15 0 R << /P 11 0 R /A 1038 0 R /StructParents 13 /K 21 /S /Normal /A 912 0 R /A 918 0 R /P 11 0 R <> /K 8 472 0 obj /K 874 0 R /S /Body#20Text /P 1049 0 R endobj >> /Pg 22 0 R endobj /P 1176 0 R /S /Normal /Pg 35 0 R /S /Normal /A 840 0 R << 571 0 obj /K 10 /A 1038 0 R /MediaBox [0 0 595.22 842] 406 0 obj 537 0 obj << the effectiveness of an approach to teaching the writing of a short literature review. /A 840 0 R /P 1070 0 R << /S /Body#20Text << /A 977 0 R endobj 144 0 obj << << >> /K 25 /S /Normal /S /Normal /A 1038 0 R 779 0 obj /P 11 0 R >> << /K 93 458 0 obj << endobj >> /P 11 0 R << /K 76 endobj 678 0 obj /S /Normal endobj /P 935 0 R endobj /S /Normal /Pg 30 0 R Furthermore, the researchers would like to investigate the activities employed by the teachers to cater the needs of the 21st century learners in literature subjects in the new normal. 23 0 obj >> 763 0 obj /Pg 25 0 R /S /Table Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. /P 1022 0 R /A 912 0 R << /TT1 803 0 R /Pg 20 0 R 16 0 obj >> /A 840 0 R /Pg 23 0 R /A 992 0 R << << >> >> 685 0 obj endobj /S /Normal /S /Body#20Text endobj /A 840 0 R /Pg 31 0 R /K 2 >> /Pg 23 0 R 268 0 obj >> /S /Normal << /A 839 0 R << endobj /A 840 0 R /A 912 0 R /Contents 817 0 R Cultural model is a traditional approach to teaching literature that aims to understand and appreciate cultures and ideologies different from one's own in time and space. endobj Every book that has onenot all dodevelops its theme differently, so organizing your curriculum around . >> << /K 16 /K [763 0 R 764 0 R 765 0 R 766 0 R 767 0 R] <> /Pg 31 0 R /A 914 0 R 258 0 R 259 0 R 260 0 R 261 0 R 262 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R /A 842 0 R /S /Normal /A 1016 0 R /Pg 26 0 R /Pg 31 0 R /P 11 0 R endobj /K 6 >> /P 11 0 R /Pg 30 0 R /K 4 /A 1038 0 R >> /Pg 17 0 R /S /Normal endobj ABSTRACT This study aims to investigate the perception of engineering students on the inclusion of literary texts in their English language programme for the purpose of developing their appreciation for reading. /S /Normal /A 879 0 R endobj The purpose of this approach is to ease students' understanding apart from translating it into another language. /S /Normal << 129 0 obj endobj >> /GS0 808 0 R /P 1263 0 R >> /Pg 36 0 R >> 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. endobj 419 0 obj /CropBox [0 0 595.22 842] 250 0 obj /TT2 802 0 R /A 915 0 R /A 912 0 R /S /Normal /A 912 0 R /P 1200 0 R 429 0 obj /CropBox [0 0 595.22 842] 259 0 obj /A 927 0 R /S /Normal /MC0 807 0 R /Pg 22 0 R /A 912 0 R /TT0 801 0 R /S /Normal /S /Normal /S /Normal /K 61 >> /A 840 0 R /A 840 0 R /P 235 0 R /S /Normal 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R] << << endobj endobj /Properties << endobj /K 0 endobj >> <> >> 630 0 obj >> 0 /Properties << endobj /K 9 /Resources << 2008-04-23T09:30:15+08:00 << /Pg 26 0 R 435 0 obj 506 0 obj /P 11 0 R /A 838 0 R >> endobj /K 32 /S /TextBox >> /Type /Metadata endobj >> >> /S /LBody 19 0 obj /P 1050 0 R /P 11 0 R /Pg 36 0 R /A 977 0 R /K 39 /Pg 23 0 R /P 11 0 R endobj 647 0 obj >> /A 840 0 R /P 11 0 R /K 4 /P 1162 0 R >> as a teaching aid to validate if a student under-stands a statement or a concept. /P 1237 0 R /P 1058 0 R /A 840 0 R /K [17 714 0 R] /S /Normal /P 11 0 R >> << 192 0 obj endobj >> /K 68 /ProcSet [/PDF /Text] /Pg 24 0 R /Pg 29 0 R /Pg 22 0 R endobj >> endobj /Pg 29 0 R /Pg 17 0 R endobj /K 98 >> 239 0 obj 294 0 obj << >> 179 0 obj /A 994 0 R /S /Body#20Text 546 0 obj /Marked true /Pg 35 0 R endobj /StructTreeRoot 5 0 R /P 11 0 R /P 1100 0 R << endobj /P 1103 0 R >> << /Pg 35 0 R /P 11 0 R /A 840 0 R /Pg 23 0 R endobj /Pg 31 0 R /Pg 20 0 R /S /Normal << << /S /Normal << >> /K 9 << The Purpose of Reader-Response Your critical reading of a text asks you to explore: why you like or dislike the text; explain whether you agree or disagree with the author; identify the text's purpose; and. /ExtGState << /A 838 0 R /P 11 0 R 661 0 obj endobj /Pg 20 0 R /Pg 25 0 R /K 30 /Pg 26 0 R >> /Rotate 0 /Pg 29 0 R >> /K 74 endobj endobj 702 0 obj the tall man aboriginal spirit; metadata api request failed: component conversion failed: file_ended; caleb foote sandlot /A 912 0 R /A 1161 0 R endobj /S /Normal /K 48 /A 912 0 R /TT0 801 0 R /P 11 0 R /Pg 36 0 R >> /S /Normal endobj << endobj >> /S /Body#20Text /S /Normal /S /Normal /Contents 833 0 R /K 14 /K 75 /S /Normal endobj >> >> >> /Pg 31 0 R /Pg 23 0 R endobj /P 11 0 R <> 612 0 R 613 0 R 614 0 R 615 0 R 616 0 R 617 0 R 618 0 R 619 0 R 620 0 R 621 0 R endobj >> /P 11 0 R /S /Normal >> << endobj >> /K 18 endobj << << /Pg 15 0 R /K 8 << endobj /S /TextBox >> /A 840 0 R /S /Normal /Pg 23 0 R /P 1116 0 R /K 13 /P 1247 0 R << /S /Normal 335 0 obj /K 60 endobj /A 977 0 R /K 34 /S /Normal >> >> >> /Type /Page << /A 1034 0 R /S /Normal /P 11 0 R /ExtGState << 98 0 R 99 0 R 100 0 R 101 0 R 102 0 R 103 0 R 104 0 R 105 0 R 106 0 R 107 0 R /K 1 /A 839 0 R endobj >> /K 5 << /Pg 31 0 R This classroom-based research investigated the use of weblogging in promoting metacognition in English Language Learning (ELL) among university students in an English-medium institution of higher learning in China. /K [16 907 0 R] % /S /Normal >> >> /K 28 << /P 11 0 R 5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. << /A 992 0 R >> 747 0 obj >> >> >> /K 3 /K 10 /TT1 802 0 R Re-tell the text to students to help them This was followed by the teacher understand giving explanation of what was being read. /Type /Page 749 0 obj /K 38 /A 840 0 R /Pg 34 0 R >> /Pg 16 0 R /A 912 0 R /K 84 >> >> /K 21 /TT2 802 0 R /A 1016 0 R << /S /Normal 444 0 obj >> /A 1034 0 R /P 1083 0 R << 464 0 obj /P 1031 0 R /P 11 0 R /P 11 0 R /K 11 /P 11 0 R /Pg 37 0 R /A 839 0 R Findings show that the paraphrastic approach (mean = 4.05) is popularly used by teachers, followed by the information-based approach (mean = 4.04) and the moral- . endobj /A 915 0 R endobj >> endobj /Properties << hbbd```b``"A$L`qf0i?fGIm@ &gf20Eg`\ { I can recommend a site that has helped me. /A 1034 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 >> /P 921 0 R /A 914 0 R 452 0 obj /A 918 0 R 123 0 obj /S /Body#20Text /A 840 0 R /S /Normal /Pg 22 0 R >> /S /Normal 198 0 obj 38 0 obj /Pg 22 0 R /Pg 35 0 R >> endobj /K 40 309 0 obj /A 838 0 R << /Pg 26 0 R /S /Normal /Pg 24 0 R >> << endobj 290 0 R 291 0 R 292 0 R 293 0 R 294 0 R 295 0 R 296 0 R 297 0 R 298 0 R 299 0 R /TOAI /TOCI >> In this model, the learners have to explore and interpret the social, political, literary and historical context of a specific text. 595 0 R 596 0 R 597 0 R 598 0 R 599 0 R 600 0 R 601 0 R 602 0 R 146 0 R 147 0 R /Pg 22 0 R /A 915 0 R >> /Pg 25 0 R /Pg 24 0 R /A 839 0 R /K 6 /K 4 << 207 0 obj /K 69 << 326 0 obj >> >> paraphrastic approach. >> /Pg 29 0 R /P 11 0 R >> 344 0 obj /PageElement << /S /Body#20Text /A 839 0 R /CS0 [/ICCBased 823 0 R] 13 0 obj /P 993 0 R >> endobj The traditional approach to intonational meaning is a special case of the semantic component or paraphrastic approach. endobj >> /K 13 /K 8 /S /Normal 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 /K 56 /S /Normal << /Pg 30 0 R 772 0 obj 565 0 R 566 0 R 567 0 R 568 0 R 569 0 R 570 0 R 571 0 R 572 0 R 573 0 R 574 0 R >> /Rotate 0 /S /Body#20Text /Pg 17 0 R endobj /Pg 25 0 R >> >> endobj 455 0 obj /A 838 0 R /TT2 803 0 R 16 [232 0 R 240 0 R 241 0 R 242 0 R 243 0 R 244 0 R 245 0 R 246 0 R 247 0 R 248 0 R << /S /Normal /A 1034 0 R 554 0 obj /P 938 0 R /ExtGState << << 107 0 obj endobj /P 11 0 R endobj /P 1061 0 R endobj /P 11 0 R << /Pg 29 0 R /Pg 23 0 R endobj /S /Normal /P 1164 0 R /A 1018 0 R /S /Body#20Text endobj 721 0 obj /K 16 << >> /Contents 831 0 R 334 0 obj /A 842 0 R /Subtype /Artwork << >> /K 37 /A 977 0 R << /ProcSet [/PDF /Text] endobj /S /Normal /K 9 /A 913 0 R /Rotate 0 /TT1 803 0 R 140 0 obj /A 840 0 R /S /Normal >> >> >> << 703 0 obj /K [851 0 R 852 0 R 853 0 R] /Pg 29 0 R >> /A 839 0 R << /Pg 23 0 R /GS0 808 0 R /K 44 >> /P 1121 0 R << /P 11 0 R /P 1012 0 R /A 840 0 R /Pg 16 0 R /K 7 << /Contents 812 0 R /P 11 0 R /S /TextBox /P 11 0 R /S /Normal /S /Normal /P 11 0 R << /K 38 /K 6 /Pg 23 0 R 153 0 obj << 757 0 obj 378 0 obj /K 17 /Title (APPROACHES EMPLOYED BY TEACHERS IN TEACHING THE LITERATURE COMPONENT IN ENGLISH IN URBAN SECONDARY SCHOOLS) endobj /S /D /K 15 /Pg 34 0 R /A 915 0 R /Pg 24 0 R /A 915 0 R >> /TT0 801 0 R 128 0 R 129 0 R 130 0 R 131 0 R 132 0 R 133 0 R 134 0 R 135 0 R 136 0 R 137 0 R /CropBox [0 0 595.22 842] endobj >> << << 78 0 obj /S /Normal /Pg 36 0 R /S /Body#20Text >> /Pg 36 0 R >> /A 912 0 R /S /Normal /K 0 >> << /K 46 >> << /S /Normal /S /Normal << << /S /Normal /A 840 0 R 592 0 obj 380 0 obj endobj /P 11 0 R /A 839 0 R endobj /Font << endobj /S /Shape 290 0 obj 433 0 obj << endobj << /Filter /FlateDecode endobj /A 1038 0 R /K 23 /P 936 0 R << /Pg 29 0 R /P 11 0 R >> endobj 9 [143 0 R 144 0 R 557 0 R 558 0 R 559 0 R 560 0 R 561 0 R 562 0 R 563 0 R 564 0 R << /ExtGState << 402 0 obj << /A 974 0 R /S /Normal endobj /S /Normal /A 1016 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. << /S /Normal endobj endobj /Pg 29 0 R /Pg 26 0 R /P 235 0 R /S /Body#20Text /K 15 endobj /K 1 /S /Normal /A 912 0 R << /Contents 825 0 R /Pg 24 0 R /Pg 36 0 R /S /Body#20Text /S /Normal /K 55 366 0 obj /S /Normal /K 13 >> endobj >> endobj /S /Body#20Text /Pg 22 0 R /Pg 24 0 R 673 0 obj >> endobj >> /S /Body#20Text /P 11 0 R 147 0 obj /S /Normal endobj /P 1115 0 R /Length 695 >> 909 0 obj <> endobj 493 0 obj << /TT1 803 0 R 2008-04-23T09:30:25+08:00 <> /ProcSet [/PDF /Text] >> /K 14 << endobj /S /Normal /ExtGState << endobj /K 34 >> /Pg 30 0 R 222 0 obj /S /Body#20Text /S /Normal endobj << /S /Normal 243 0 obj >> endobj /A 912 0 R >> << /S /Normal endobj /S /Normal 178 0 obj 138 0 R 139 0 R 140 0 R 141 0 R 142 0 R 143 0 R 144 0 R 145 0 R 146 0 R 147 0 R >> /Metadata 2 0 R /K 5 /Creator (Acrobat PDFMaker 7.0 for Word) << 308 0 R 309 0 R] 93 0 obj 362 0 obj endobj /TT0 801 0 R endobj endobj /S /Normal << /Pg 23 0 R /Type /Page /A 840 0 R >> << >> /S /Normal /K 89 << /Pg 34 0 R >> >> >> 609 0 obj 612 0 obj >> << /A 863 0 R /K 4 750 0 obj >> /S /Normal >> << /GS0 808 0 R endobj /A 840 0 R /A 902 0 R /K 20 /TT2 836 0 R /A 840 0 R /TT2 802 0 R >> /A 838 0 R /K 4 /S /Normal /K 56 686 0 obj /P 11 0 R /P 11 0 R 164 0 obj /A 1021 0 R /Pg 31 0 R >> 36 0 obj The study aimed to identify thecommonly used approaches in teaching literature in the Philipppine context as observed and evaluated by the students. >> /A 840 0 R /K 8 /P 11 0 R /K 11 /P 790 0 R /P 1041 0 R /P 11 0 R /K 8 endobj /K 12 /S /Normal /A 1016 0 R << /Pg 25 0 R /P 942 0 R /A 839 0 R <> ghQV+GQ)Sq)cMc>v. endobj /K 24 /P 11 0 R /Pg 31 0 R >> /Font << /Pg 27 0 R /S /Normal 68 0 R 69 0 R 70 0 R 71 0 R 72 0 R 73 0 R 74 0 R 75 0 R 76 0 R 77 0 R /Pg 24 0 R /S /Body#20Text << /MediaBox [0 0 595.22 842] /K 10 /S /Normal /Pg 23 0 R endobj /Pg 25 0 R << 519 0 R 520 0 R 521 0 R 522 0 R 523 0 R 524 0 R 525 0 R 526 0 R 527 0 R 528 0 R /K 2 /S /Body#20Text 178 0 R 179 0 R 180 0 R 181 0 R 182 0 R 183 0 R 184 0 R 185 0 R 186 0 R 187 0 R /Pg 31 0 R 224 0 obj >> /Type /Page /Contents 820 0 R /S /Normal /A 839 0 R /P 11 0 R >> /P 1166 0 R 88 0 R 89 0 R 90 0 R 91 0 R 92 0 R 93 0 R 94 0 R 95 0 R 96 0 R 97 0 R /K 7 /S /Normal /S /Normal /P 956 0 R /P 1037 0 R << >> >> >> << /A 840 0 R /A 840 0 R /A 1038 0 R endobj endobj endobj /A 838 0 R /Resources << >> endobj /P 11 0 R /K 6 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. /Pg 15 0 R /Pg 31 0 R /K 34 >> /A 839 0 R 204 0 obj /S /Normal /P 11 0 R /A 912 0 R /Pg 24 0 R endobj endobj /K 42 /Pg 31 0 R /A 840 0 R >> /Pg 25 0 R /Pg 25 0 R << /A 912 0 R 79 0 obj /Pg 26 0 R endobj >> << 26 0 obj 448 0 obj /K 60 /Pg 33 0 R 441 0 obj /K 22 >> 3. /S /Normal 15 [216 0 R 217 0 R 218 0 R 219 0 R 220 0 R 221 0 R 222 0 R 223 0 R 224 0 R 225 0 R /S /Body#20Text /S /Normal /Pg 16 0 R /S /Body#20Text >> endobj /P 11 0 R /Pg 23 0 R endobj 439 0 obj 332 0 obj /S /Normal endobj >> /P 11 0 R 242 0 obj /A 840 0 R /GS0 808 0 R /P 1232 0 R >> /P 1255 0 R /P 11 0 R /S /Normal endobj 40 0 obj /Pg 29 0 R 738 0 obj << /A 915 0 R << /A 840 0 R 762 0 obj 670 0 obj 696 0 obj << >> /P 259 0 R /A 857 0 R << >> /K 11 56 0 obj /P 11 0 R /K 14 endobj endobj << /S /Normal /S /Normal << /Type /Page /A [877 0 R] /P 979 0 R /Contents 826 0 R /Pg 17 0 R /K 15 << endobj >> >> >> endobj >> /A 912 0 R /TT2 802 0 R /Pg 15 0 R /GS0 808 0 R >> 112 0 obj /Pg 23 0 R <> endobj /Pg 37 0 R << >> /S /Normal >> endobj endobj /Properties << 281 0 obj /Pg 21 0 R /K 39 /Parent 9 0 R /K 883 0 R /A 925 0 R /Pg 37 0 R /MC0 807 0 R /K 11 765 0 obj /Contents 828 0 R >> endobj 93 /Pg 24 0 R << /S /Normal << /K 7 /Contents 827 0 R << /S /Normal /A 918 0 R >> /Pg 24 0 R /S /Normal /K 7 /K 681 0 R 338 0 obj /A 1038 0 R << /A 1016 0 R /P 1217 0 R /Pg 25 0 R /S /Normal /S /Normal /K 85 << endobj endobj << What are the 3 purposes of reader response approach? /K 7 /A 1016 0 R /StructParents 8 /S /Normal /A 918 0 R Group members (except for the reader) each paraphrase the text in their own words, writing their paraphrase on a blank index card. 653 0 obj /P 11 0 R >> /P 11 0 R 631 0 obj /P 1094 0 R /S /Body#20Text endobj endobj 77 0 obj << /Rotate 0 /Pg 35 0 R 32 0 obj International Journal of English Language Teaching Vol.5, No.3, pp.90-106, April 2018 ___Published by European Centre for Research Training and Development UK (www.eajournals.org) 90 Print ISSN: ISSN 2055-0820(Print), Online ISSN: ISSN 2055-0839(Online) A LITERATURE REVIEW OF TASK-BASED LANGUAGE TEACHING IN >> /P 972 0 R /Pg 23 0 R << >> >> endobj >> /K 6 /Rotate 0 << /Pg 35 0 R 236 0 obj Downloads. /K 14 endobj