/S /Normal /Pg 36 0 R /S /Normal << /Pg 23 0 R << /S /Normal >> /Shape /Figure /K 60 /Pg 23 0 R 344 0 obj /K 26 << endobj 627 0 obj /S /Normal /P 998 0 R >> >> /P 11 0 R /Pg 22 0 R << /Resources << /Pg 34 0 R /Pg 22 0 R /K 35 >> endobj /A 840 0 R /S /Normal /P 11 0 R /S /Body#20Text endobj /A 918 0 R /K 14 >> endobj << 553 0 obj 669 0 obj 350 0 obj /P 11 0 R << >> >> /PageLayout /OneColumn /ColorSpace << /S /Body#20Text >> endobj /Contents 837 0 R /Rotate 0 /P 953 0 R /Pg 34 0 R << << /K 56 >> >> 44 0 obj << /S /Normal 305 0 obj /S /Normal /P 704 0 R /A 1038 0 R /A 918 0 R 735 0 obj >> 566 0 obj endobj /K 55 << 176 0 obj 236 0 obj /A 840 0 R << /Pg 29 0 R << << /K 10 /Parent 8 0 R /Pg 23 0 R << << Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. /Pg 37 0 R >> /P 11 0 R endobj 0 /A 1006 0 R /Pg 22 0 R /K 19 endobj /Pg 24 0 R << /P 11 0 R /A 840 0 R /Pg 35 0 R << /A 912 0 R /S /Body#20Text /SourceModified (D:20080421080735) /A 838 0 R /TT1 803 0 R endobj /CropBox [0 0 595.22 842] /S /Normal 113 0 obj /GS0 808 0 R /A 927 0 R endobj /P 1066 0 R 318 0 obj >> 370 0 obj /Pg 29 0 R /P 1035 0 R /A 867 0 R >> endobj /A 840 0 R endobj >> /K 67 373 0 obj endobj 213 0 obj /S /Normal /S /Normal >> 313 0 obj /StructParents 0 /P 258 0 R endobj << >> /A 915 0 R /S /Normal /A 864 0 R << /A 927 0 R Reviews aren't verified, but Google checks for and removes fake content when it's identified. >> endobj /A 840 0 R /A 839 0 R /TT1 803 0 R 284 0 obj /K 90 /Pg 22 0 R /A 840 0 R << 105 0 obj /A 838 0 R /P 11 0 R /K 57 << /A 994 0 R << /Pg 20 0 R /TT0 801 0 R endobj 9 0 obj 208 0 R 209 0 R 210 0 R 211 0 R 212 0 R 213 0 R 214 0 R 215 0 R 216 0 R 217 0 R 543 0 obj >> /A 918 0 R 210 0 obj /S /Normal /Length 695 329 0 obj >> /S /Normal >> /P 1030 0 R /Pg 23 0 R endobj /A 1038 0 R /Resources << 269 0 obj /Pg 27 0 R /Properties << << /K 88 428 0 obj /K 8 >> /S /Normal /Rotate 0 /P 11 0 R /K 31 /Pg 30 0 R endobj /P 1212 0 R endobj /S /LBody /A 839 0 R endobj What are approaches for teaching fiction? /Pg 36 0 R /CropBox [0 0 595.22 842] << /P 965 0 R /ExtGState << /A 1038 0 R >> /Pg 23 0 R >> << /K 4 << << /S /Normal endobj /A 912 0 R 215 0 R] /P 1031 0 R >> /A 840 0 R >> 16 0 obj /Pg 34 0 R /A 840 0 R endobj /A 922 0 R 789 0 obj /K 14 endobj /A 840 0 R /A 839 0 R >> /K 2 >> /P 11 0 R /S /Normal << 519 0 obj /MediaBox [0 0 595.22 842] /Pg 35 0 R /S /Body#20Text /A 838 0 R /A 840 0 R /S /Normal 734 0 obj /K 23 >> endobj /Pg 22 0 R /P 11 0 R >> Student perceptions were gauged on the following dimensions: importance of literature in developing reading skills, text and genre inclination for reading, and the use of short stories and young adult literature in English to develop interest for reading. /K 1 endstream << /Resources << /P 1075 0 R /Pg 29 0 R endobj /P 843 0 R /MediaBox [0 0 595.22 842] 464 0 obj >> 673 0 obj endobj endobj << /K 5 endobj /K 40 endobj endobj /Pg 34 0 R /K 20 << /S /Normal /P 11 0 R /P 11 0 R << /S /Normal /Footnote /Note /P 11 0 R /A 840 0 R endobj /A 840 0 R endobj endobj /A 839 0 R endobj << << uuid:30d9e019-3221-4f2d-b55e-74129da726a7 446 0 obj /A 1038 0 R << One of the best places to start is the theme, or the central topic that a text covers. >> /P 952 0 R >> << /Font << endobj /K 53 The aim was to investigate the extent to which graduate EAL students were able to produce a coherent and logically-structured argument in a short literature review at the end of a 15-hour unit of teaching. /S /Normal >> /S /Normal endobj /Pg 25 0 R >> /A 912 0 R /S /Normal /Pg 30 0 R /P 11 0 R /Pg 30 0 R >> /K 7 /P 1246 0 R /K 2 << /A 915 0 R /P 11 0 R /TT1 803 0 R << /P 1198 0 R /A 918 0 R << /P 11 0 R 116 0 obj /P 11 0 R /S /Body#20Text /Parent 8 0 R endobj >> /A 840 0 R /K 24 endobj /P 969 0 R << /P 259 0 R endobj /S /Body#20Text /A 840 0 R Keywords: Teaching strategies, literature teaching approaches, challenges in teaching literature, ESL teaching and learning, second language pedagogy . /S /Normal /K 41 << /P 1142 0 R /K 9 /K 11 195 0 obj /P 11 0 R 164 0 obj >> >> /S /Normal 326 0 obj /S /Body#20Text /P 850 0 R /TT0 801 0 R /Pg 29 0 R << /Nums [0 [38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R /Subtype /HF << /S /Normal /A 840 0 R 2008-04-23T09:30:25+08:00 /S /Normal << >> /Subscript /Span /K 7 << /K 2 /MC0 807 0 R /K 861 0 R /S /Normal endobj << /S /Normal << /P 917 0 R 430 0 obj /S /Normal >> 492 0 obj /K 29 /Pg 26 0 R /Pg 22 0 R 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 /A 840 0 R An awareness of the value and pleasure of reading good literary works. /P 982 0 R /Pg 22 0 R 491 0 obj /S /Body#20Text endobj 231 0 obj >> /Pg 26 0 R /K 9 /S /Normal /Rotate 0 /K 50 /K 41 >> 279 0 obj >> /P 1158 0 R /Count 10 /P 11 0 R /K 26 << /A 839 0 R << /K 54 endobj /S /Normal 102 0 obj endobj 618 0 obj << << << /A [894 0 R] endobj /P 1007 0 R /K 7 endobj /Pg 25 0 R to "provide a framework, /K 49 For example, 1 Corinthians 14:34-35 instructs women to remain silent in church, and 1 Timothy 2:12 forbids women from teaching or having authority over men. << Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. /A 912 0 R /Type /Page 680 0 obj 138 0 obj 516 0 obj /Pg 22 0 R /P 11 0 R << /K [8 855 0 R] /MC0 807 0 R /K 23 /S /Body#20Text /S /Normal >> >> /P 11 0 R 359 0 obj >> >> endobj 466 0 obj /Contents 834 0 R << /P 790 0 R << << endobj /K 3 /Pg 22 0 R >> >> >> 197 0 obj << /P 11 0 R endobj /P 11 0 R << /S /Normal /Pg 30 0 R endobj /P 256 0 R endobj /K 9 251 0 obj /A 918 0 R /K 64 >> /Pg 31 0 R /MediaBox [0 0 595.22 842] >> /P 1146 0 R << /CropBox [0 0 595.22 842] /ExtGState << /S /Normal /A 915 0 R >> /P 11 0 R >> 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 /S /Normal << /P 236 0 R /Pg 36 0 R 720 0 obj /Pg 23 0 R /S /Normal 118 0 R 119 0 R 120 0 R 121 0 R 122 0 R 123 0 R 124 0 R 125 0 R 126 0 R 127 0 R /A 915 0 R /K 2 /Pg 28 0 R /Pages 3 0 R << /A 1038 0 R /A 840 0 R 154 0 obj >> /P 1029 0 R << /K 13 /S /Normal /K 9 /A 1038 0 R >> << /P 11 0 R 787 0 obj /Pg 36 0 R /K 36 118 0 obj /S /Normal endobj /P 11 0 R >> /P 11 0 R >> << << /S /Normal W. HAT . << /A 912 0 R endobj 115 0 obj /S /Normal /TOFI /TOCI << >> /P 943 0 R /S /Normal /P 11 0 R >> /Pg 25 0 R /Pg 26 0 R /S /Shape >> /Pg 21 0 R << /P 11 0 R 401 0 obj /P 11 0 R 288 0 obj >> /A 840 0 R 384 0 obj << /K 49 /Pg 22 0 R endobj /K 48 /P 11 0 R /Pg 31 0 R >> << /Pg 27 0 R /P 932 0 R /P 11 0 R /OCGs [4 0 R] /A 912 0 R /K 81 >> /A 977 0 R 312 0 obj << /A 912 0 R /K 30 Paraphrastic Approach According to Hwang and Embi (2007), this approach deals with the surface of the text. /ExtGState << endobj /P 1133 0 R >> /A 840 0 R /K [19 856 0 R] /MC0 807 0 R << endobj /Metadata 2 0 R >> /Pg 33 0 R hVmo0+qDc;qHRuRz Tk|~ .5i}/;@ I!% P~"BA0q!H "PCip\]fU^IE_fk^pSd#9XLVs5j ~T av`riZE"Y,J a,!nVH`JUy1{0,r }yhxL2H"N~5d7C-U+YA\7^F*b2@o,L(AeU^p:n(qX,&},E=uu6Wu010`< /A 839 0 R /K 9 183 0 obj 504 0 obj endobj >> 27 0 obj /A 1034 0 R /S /Normal /P 11 0 R /S /Normal /S /Normal 763 0 obj endobj /Pg 37 0 R /TT2 802 0 R 106 0 obj << /S /Normal >> /K 9 endobj << >> 469 0 obj /S /Normal /P 1245 0 R /P 11 0 R /A 1016 0 R >> endobj By naming and describing the three approaches, I provide teachers with a conceptual framework for teaching poetry writing. /K [38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R /A 838 0 R 524 0 obj /S /Normal /S /Body#20Text /K 42 278 0 R 279 0 R 280 0 R 281 0 R 282 0 R 283 0 R 284 0 R 285 0 R 286 0 R 287 0 R 151 0 obj << << /P 11 0 R << /S /Body#20Text endobj /Pg 22 0 R /A 840 0 R /TT0 801 0 R << /P 1222 0 R /S /Normal << << /Pg 30 0 R 677 0 obj 781 0 obj /Pg 23 0 R << >> << >> /P 11 0 R endobj /Pg 28 0 R 676 0 obj /TT0 801 0 R endobj /P 1213 0 R /TT2 802 0 R /S /Normal /Font << endobj endobj /A 915 0 R endobj There are many approaches that can be employed to teach literature to below average group such as the information-based approach, language-based approach, personal response approach, paraphrastic approach and moral-philosophical approach. >> /A 912 0 R 470 0 obj /Type /Page /A 840 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 /Pg 23 0 R endobj /ExtGState << /A 1026 0 R << >> /MC0 807 0 R /Contents 831 0 R /Type /Page endobj >> /A 876 0 R 73 0 obj /K 7 565 0 obj endobj << /A 886 0 R << 771 0 obj /Pg 23 0 R >> /Pg 23 0 R /Pg 25 0 R endobj /Pg 19 0 R 610 0 obj /Pg 29 0 R >> >> /P 11 0 R /S /Normal /Pg 29 0 R /Pg 23 0 R /A 840 0 R 186 0 obj Some activities that stimulate interest are mentioned in one of the chapters below: role play, debate, improvising, creative writing, advertisements and many others. /Pg 30 0 R endobj A Detailed Lesson Plan in World Literature, Stages of literature learning in the classroom sir literal, Approaches to teaching literature in efl classrooms, PREPARATION AND EVALUATION OF INSTRUCTIONAL MATERIALS, Materials development for language learning and teaching, Detailed: Lesson plan in literature for grade 7 students. /P 11 0 R /K 5 /S /Normal >> /S /Normal /S /Normal >> /Pg 25 0 R /Pg 22 0 R /Pg 20 0 R 593 0 obj /K 14 endobj /K 40 /A 840 0 R /P 11 0 R . If a teaching item is passed, acknowledge the correct response using the specific teaching statement provided in the instructions and on the Record Form. /Pg 24 0 R /P 11 0 R 378 0 R 379 0 R 380 0 R 381 0 R 382 0 R 383 0 R 384 0 R] /P 11 0 R /K 1 /S /Body#20Text /A 977 0 R /K 17 /K 25 << /A 912 0 R >> /K 3 /A 1038 0 R endobj /Pg 15 0 R /Resources << endobj /K 98 >> three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Information-based Approach and Language-based Approach. << Sabikaa 1.8k views 5 slides Aesthetic Based Approach AwesomeLiterature 533 views 8 slides /Pg 36 0 R << /A 838 0 R 364 0 obj /K 30 << /Pg 29 0 R << /P 1027 0 R /A 840 0 R /A 840 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 >> >> << /K 13 /S /Normal /A 838 0 R << /K 11 /K 4 655 0 obj /RoleMap 13 0 R 193 0 obj 245 0 obj << 909 0 obj <> endobj >> << /P 11 0 R /S /Body#20Text /S /Normal endobj /MC0 807 0 R << 90 0 obj /K 53 /Pg 25 0 R /A 1038 0 R /Pg 29 0 R /Pg 15 0 R endobj /S /Body#20Text endobj /Pg 19 0 R << >> There are various approaches that can be employed in the teaching of literature, namely the informationbased approach, language-based approach, personal response approach, paraphrastic approach, moral-philosophical approach and the stylistics approach. /P 11 0 R >> >> << /P 11 0 R >> >> /P 1080 0 R endobj 425 0 obj /A 1038 0 R /K 33 come to actualities /P 1091 0 R /P 11 0 R 555 0 obj /P 304 0 R 599 0 obj /P 11 0 R << /P 1077 0 R /Pg 36 0 R 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 730 0 obj Longman, 1991 - Education - 200 pages. /S /Body#20Text /A 1016 0 R /Pg 36 0 R /ParentTreeNextKey 24 /S /Body#20Text /Pg 30 0 R >> /P 1072 0 R All new items; Books; Journal articles; Manuscripts; Topics. /A 840 0 R 328 0 obj endobj endobj 733 0 obj << >> /A 918 0 R /Pg 29 0 R /A 1038 0 R >> %PDF-1.6 % >> Language-Based Approach Paraphrastic Approach Information-Based Approach Personal-Response Approach Moral-Philosophical Approach and Stylistic Approach These are a few of the approaches followed to teach students in most of schools now. /A 977 0 R /K 44 /P 11 0 R 38 0 obj << /S /Normal /S /Body#20Text /A 1224 0 R >> endobj endobj /A 1016 0 R /K 874 0 R /Resources << /A 912 0 R /Pg 22 0 R >> endobj /A 913 0 R endobj /P 1172 0 R >> /Pg 34 0 R /A 840 0 R >> /S /Normal /S /Normal 194 0 obj endobj /P 995 0 R >> /A 912 0 R /K 100 /S /Normal /A 840 0 R /K 16 >> endobj /A 839 0 R /S /Normal Literature teaching approaches demonstrated in the cultural model, the personal growth model and the language model by Carter and Long (1991) are widely used for second language literature teaching. << endobj /K 103 endobj /A 840 0 R /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] /S /Body#20Text endobj /S /Normal /A 839 0 R /A 1026 0 R << 564 0 obj /K 58 713 0 obj << /P 11 0 R >> /A 915 0 R >> 129 0 obj 549 0 R 550 0 R 551 0 R 552 0 R 553 0 R 554 0 R 555 0 R 556 0 R 142 0 R 143 0 R] >> /P 1138 0 R /Pg 17 0 R /K 42 /Font << endobj 437 0 obj Paraphrastic approach is primarily paraphrasing and rewording the text to simpler language or use other languages to translate it. Analyses for this brief used publicly available school-level . /K 31 /A 915 0 R /Superscript /Span endobj << /A 840 0 R >> /Pg 23 0 R /Pg 36 0 R /P 1033 0 R /K 34 /K 7 /S /Body#20Text 26 0 obj /S /Normal >> << /S /Normal /Pg 17 0 R /Type /Pages 537 0 obj >> /Pg 30 0 R endobj >> /K 24 /Parent 8 0 R pigella miraculous ladybug power. /P 11 0 R /P 1218 0 R /K 5 /S /Normal << /P 11 0 R /P 11 0 R endobj /A 912 0 R /A 839 0 R /LetterspaceFlags 0 482 0 obj /A 915 0 R /K 10 /Pg 17 0 R /P 11 0 R /P 1043 0 R /Pg 21 0 R /A 840 0 R /Contents 811 0 R /Pg 29 0 R /P 960 0 R /Pg 17 0 R << /A 839 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 12 >> 766 0 obj /S /Normal 540 0 obj /K 7 >> >> /Resources << /K 13 /A [899 0 R] endobj /S /Normal /S /Normal /K 17 the tall man aboriginal spirit; metadata api request failed: component conversion failed: file_ended; caleb foote sandlot >> << /P 1093 0 R /P 1179 0 R >> << 261 0 obj /P 1040 0 R /P 964 0 R << /S /Normal /S /LBody >> /K 27 /S /Normal /A 980 0 R endobj 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. 233 0 obj endobj /P 11 0 R /K 64 215 0 obj << /S /Normal endobj endobj /Pg 36 0 R /K 11 >> << endobj >> /A 1038 0 R /MediaBox [0 0 595.22 842] /Pg 17 0 R >> 349 0 obj /Pg 36 0 R /K 17 584 0 obj /S /Body#20Text /MC0 807 0 R << >> >> /P 11 0 R 0 356 0 obj Reading for Theme. >> /A 840 0 R endobj << /MediaBox [0 0 595.22 842] << << 25 0 obj << /K 24 /A 840 0 R /Pg 31 0 R /K 0 /A 912 0 R /S /Normal 10 [155 0 R 603 0 R 604 0 R 605 0 R 606 0 R 607 0 R 608 0 R 609 0 R 610 0 R 611 0 R endobj Through content analysis of blog postings and commentaries posted, the results revealed that engaging students in interactive weblogging encourages the development of metacognitive knowledge, metacognitive reflection of ones language skills, and metacognitive awareness of Chinese English language learners. /K [789 0 R 1267 0 R] %%EOF /P 1084 0 R /TT0 801 0 R /P 11 0 R /A 912 0 R You can read the details below. 706 0 obj << /A 992 0 R /LastModified (D:20080423093025) >> /Pg 25 0 R /A 840 0 R /S /Normal 333 0 obj /A 1038 0 R 752 0 obj endobj /A 915 0 R /PieceInfo << /K 4 /P 11 0 R 8 0 obj endobj /P 972 0 R >> /P 11 0 R endobj >> /P 11 0 R /A [870 0 R] /K 1 /P 968 0 R 63 0 obj /K 7 773 0 obj /P 11 0 R 453 0 obj >> /A 839 0 R 625 0 obj >> /S /Normal /P 233 0 R >> >> >> /A 925 0 R << /A 912 0 R /A 918 0 R >> /K 64 endobj /Pg 31 0 R /Pg 24 0 R /Pg 24 0 R /A 912 0 R << 715 0 obj /A 1038 0 R << /A 840 0 R 770 0 obj << /A 840 0 R /A 912 0 R >> /K 32 >> endobj /A 1016 0 R >> /K 18 /Pg 30 0 R /K 11 << >> endobj >> << /GS0 808 0 R /MC0 807 0 R /S /Body#20Text endobj /S /Normal /P 235 0 R /A 839 0 R /S /Normal >> endobj or sequence of operations << endobj 93 0 obj /S /Body#20Text /CropBox [0 0 595.22 842] /K 13 << /S /Normal << >> /P 1041 0 R endobj endobj << >> /K 11 /P 921 0 R /S /Body#20Text /K 21 << /P 1114 0 R /K 7 << /S /Normal /K 22 /P 1174 0 R << /S /Normal endobj /A 1038 0 R /A 839 0 R << /K 17 /Pg 29 0 R << /Type /Page /P 990 0 R << << /S /Normal /S /Normal endobj endobj endobj The topics highlight language and identity, workplace communication, learning science and mathematics in English, community language learning, use of electronic portfolios and forums, academic metadiscourse, the language in literature, acquisition of specific linguistic forms among majority Malay speakers, as well as modelling Malay similes and metaphors in English. /P 1169 0 R /K 26 /Pg 31 0 R >> endobj /Pg 33 0 R /S /Normal /P 11 0 R /P 11 0 R /Pg 35 0 R /TT0 801 0 R endobj Free access to premium services like Tuneln, Mubi and more. << 471 0 obj /S /Body#20Text /Count 3 /Pg 23 0 R 58 0 R 59 0 R 60 0 R] 653 0 obj /MediaBox [0 0 595.22 842] /P 257 0 R << /K 27 /P 1253 0 R >> << << /A 839 0 R /StructParents 9 /Font << /StructParents 23 endobj /Pg 18 0 R /A 915 0 R /K 57 >> endobj endobj /P 939 0 R /Font << >> /Resources << 262 0 obj << 486 0 obj 646 0 obj endobj /K 17 /Pg 37 0 R /K [24 790 0 R 26] >> /S /Normal /S /Normal /Rotate 0 >> /P 11 0 R /K 13 /P 1096 0 R /S /Normal 376 0 obj /P 1193 0 R /P 11 0 R /K 53 endobj << << /A 1038 0 R /A 925 0 R /P 11 0 R 711 0 obj /Pg 24 0 R endobj << endobj /P 1238 0 R College employ Information-based Approach, followed by Personal Response Approach, Paraphrastic Approach, Moral-Philosophical Approach, Language-based Approach, and lastly, the Stylistic Approach. Syntax; Advanced Search; New. /Pg 36 0 R << /CropBox [0 0 595.22 842] /A 1016 0 R stream << /A 1034 0 R /StructParents 3 /S /Body#20Text endobj /A 912 0 R /Pg 30 0 R /P 1250 0 R endobj /P 11 0 R << >> endobj 559 0 obj >> << endobj >> << /P 11 0 R /P 1064 0 R 337 0 obj >> 635 0 obj /A 840 0 R endobj /P 1032 0 R 120 0 obj /S /Normal << /K 6 >> endobj endobj /P 961 0 R << /MC0 807 0 R /P 11 0 R 622 0 obj /A 918 0 R >> >> endobj << endobj endobj /Rotate 0 /S /Body#20Text 412 0 obj >> /S /Body#20Text 80 0 obj << %%EOF /K [843 0 R 844 0 R 845 0 R 846 0 R 847 0 R] /P 1028 0 R endobj /K 32 /P 236 0 R endobj /Pg 20 0 R 633 0 obj zd8dHDX;~[7f 7x^R4Z^2, WQ\JeL ,ASwN\uQFD1()YvIbY:'S%X]mdE$a8o'9N0 1h,G|a0|t5LG}'YiQ%d!D\QQCDR,+1^)w/r rkT8ysvJ'|?'qP10 Rp{y]n?`5XKnMI6-9j5T{16 1.3 Primary and secondary education: From learning with literature to >> 413 0 obj >> << /A 838 0 R /Pg 23 0 R << /A 912 0 R 449 0 obj 53 0 obj 582 0 obj 352 0 obj /S /Normal /K 1 /K 15 /A 915 0 R Components labelled as emotional . /K 6 /P 921 0 R >> /A 906 0 R /S /Normal /A 840 0 R 123 0 obj /S /Normal endobj /A 840 0 R /S /LBody /K 21 /P 11 0 R >> /A 1018 0 R /K 39 >> endobj /Pg 37 0 R /K 38 >> /S /Normal >> >> >> >> << /P 258 0 R << /S /Body#20Text /K 13 /Pg 29 0 R /S /Normal /Pg 17 0 R /K 6 endobj 692 0 obj endobj /A 1016 0 R /GS0 808 0 R /P 11 0 R /S /Normal 643 0 obj >> /K 84 << /P 846 0 R /GS0 808 0 R << /Pg 23 0 R /S /Normal /K 866 0 R /S /Normal /Pg 36 0 R /P 11 0 R /Pg 24 0 R >> << /Pg 35 0 R >> /K [775 0 R 776 0 R 777 0 R 778 0 R] endobj /A 838 0 R >> << 619 0 obj /S /Normal /S /Normal << /A 1018 0 R >> /Pg 29 0 R >> /K 55 /Parent 9 0 R /S /Body#20Text 578 0 obj /Type /Pages /P 1025 0 R /Contents 812 0 R >> endobj /K 14 >> /S /Body#20Text endobj << Some theories, issues and activities influencing acquisition of English as second language. /A 840 0 R /S /Normal /Pg 27 0 R >> /A 839 0 R endobj /Body#20Text /P << << /S /Body#20Text /K 15 >> >> << /P 11 0 R /S /Normal /A 1034 0 R /K 35 /Pg 34 0 R endobj /S /Normal /A 840 0 R << /P 1214 0 R /A 869 0 R /P 996 0 R /A 918 0 R /A 913 0 R /K 7 Sorry, preview is currently unavailable. >> /F5 805 0 R /P 1060 0 R endobj /A 912 0 R /P 1219 0 R /S /Normal /StructParents 14 /Pg 24 0 R /A 859 0 R /P 1223 0 R /Pg 31 0 R /P 11 0 R /K 39 endobj /P 1073 0 R >> >> /A 1016 0 R /S /Body#20Text /P 1024 0 R 268 0 obj 287 0 obj >> /Pg 29 0 R /ProcSet [/PDF /Text] /S /Normal >> >> 389 0 obj /K [757 0 R 758 0 R 759 0 R 760 0 R 761 0 R 762 0 R] /K 40 /S /Normal >> /S /Normal /A 838 0 R /Pg 23 0 R /Pg 24 0 R /K 45 /P 1262 0 R /A 840 0 R /Pg 25 0 R /A 839 0 R 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 204 0 R 205 0 R 206 0 R 207 0 R /MediaBox [0 0 595.22 842] /Contents 825 0 R "Emilia Pardo Bazn (1851-1921) was the most prolific and influential woman writer of late nineteenth-century Spain," write the editors of this volume in the MLA's Approaches to Teaching World Literature series. 494 0 obj 679 0 obj /K 17 /P 11 0 R /P 1118 0 R /P 1239 0 R /S /Body#20Text /A 1038 0 R << /P 983 0 R /A 840 0 R endobj << 189 0 obj /K 4 >> >> /S /Normal 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 . /Pg 25 0 R << /K 4 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 761 0 obj /S /Normal /A 915 0 R endobj 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. /K 28 723 0 obj >> << /K 28 /P 1131 0 R >> /A 840 0 R /Pg 16 0 R endobj 421 0 obj 61 0 obj /A 912 0 R >> /P 236 0 R /A 839 0 R endobj endobj 436 0 obj /GS0 808 0 R 369 0 obj >> >> /Pg 19 0 R /A 840 0 R /A 912 0 R /MC0 807 0 R << >> endobj >> /ExtGState << /Parent 3 0 R /K 52 /S /Normal /K 22 /Pg 23 0 R 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 /K 65 /S /Normal /Pg 32 0 R /Pg 30 0 R << >> << endobj /S /D >> 252 0 obj /P 1168 0 R /A 912 0 R endobj /K 9 /P 11 0 R /P 235 0 R /K [69 872 0 R] /K 22 endobj >> /P 1059 0 R << /P 11 0 R endobj The implication is that literature teaching with the aims of developing students' 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 11 0 R endobj /S /Normal /Pg 20 0 R >> endobj endstream endobj 63 0 obj <> endobj 64 0 obj <> endobj 65 0 obj <>stream << /Pg 29 0 R /Pg 37 0 R /P 1088 0 R /Pg 30 0 R 381 0 obj /P 11 0 R /StructParents 13 << << /P 11 0 R /K 2 490 0 obj /S /Body#20Text /Pg 29 0 R 114 0 obj 343 0 obj /P 11 0 R 166 0 obj /Pg 22 0 R /P 945 0 R 533 0 obj 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 << /K 19 /A 1038 0 R /K 22 >> /S /Body#20Text endobj /K 68 /P 937 0 R /CropBox [0 0 595.22 842] /S /Normal /Parent 9 0 R << /A 838 0 R /K 3 /K 8 /Type /Page /S /Normal endobj /S /Body#20Text 741 0 obj /P 11 0 R << /P 1087 0 R /P 1044 0 R 476 0 obj /S /Body#20Text endobj endobj 541 0 obj /Contents 821 0 R /K 9 259 0 obj /Pg 23 0 R endobj endobj >> /K 5 /P 1144 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.

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