UNDERSTANDING LITERATURE
Week 8 story nj kang
APPROACHES TO LITERARY CRITICISM
How we are to interpret literature, how we derive meaning from a collection of words
on a page.
Ways of talking about texts is important
It is always difficult to understand other people’s literary experience.
FOUR COMMON APPROACHES TO STUDY LITERATURE +
TWO OTHER WAYS
The reader-response approach
The historical approach
The psychoanalytical approach
The feminist approach
The formalist approach
The purpose of criticism
THE READER-RESPONSE APPROACH (1920 ->
1930)
For years, students had been taught that a literary text held a specific meaning and
that the study of literature involved the discovery of that meaning.
Finding the correct interpretation is the main importance for the reader
Nowadays, acknowledge that readers hold widely different interpretations of the
same literary work and that the reading process is a highly complex one.
Transactional analysis: interpret text through our own pre-experiences
Finding an
author’s
interpretation
Finding Diverse
individual
interpretations
RUMPELSTILTZKIN
HTTP://RUMPELSTILTSKIN-EV.BLOGSPOT.KR/2010/11/SYNOPSIS_10.HTML
Read the story and identify each characters.
Rank the order of characters by their ethical attitudes. From the most to least vicious.
https://www.youtube.com/watch?v=dfePLGJyV1w
Explain your reasons
Can you find the best one?
THE HISTORICAL APPROACH
Questions asked mostly
1.
Who is the author and what is his or her object in writing the work?
2.
How did the political events of the time influence what the writer wrote
3.
How did the predominant social customs of the time influence the writer’s outlook?
4.
What is the predominant philosophy that influenced the work?
5.
Were there any special circumstances under which the work was written?
How the period in which a work was written has influenced the work itself.
The external political, social, and intellectual influences on literature.
HANSEL AND GRETEL (14C)
Historical background
Extreme poverty. People eat and sell their own children and hanged people.
Use of the oven to cook is the main thing.
ROBINSON CRUSOE (1719)  Taming the local people in the isolated
island and use the nature of it to fulfill his own will was the current philosophy
https://www.youtube.com/watch?v=1MN6ynd2srk
https://www.youtube.com/watch?v=eu7k0kSvnUo
ISLAND OF THE BLUE DOLPHINE (1960) learns to respect the nature
and live in harmony https://www.youtube.com/watch?v=N64Tktf4J70
ANY OTHER STORIES?
THE PSYCHOANALYTICAL APPROACH
It examines a work in relation to its author.
Freuidian approach. (Sigmund Freud, 1856 – 1939)
The motivations for much of our behavioiur (our fear of heights our compulsion to be
neat, our love of a certain color) lay hidden in our unconscious minds.
Dreams, art, literature, music etc.
HANSEL AND GRETEL BY BETTERLHEIM’S
ANALYSIS
Oral satisfaction
Child’s developmental
stage of oral fixation
The gingerbread
house
Oral greediness
and how attractive
it is to give in to it.
Body
Effort for returning home
By denial (parents
abandoned them)
Regression (try to go back
home),
Witch
Hansel’s own
resistance to move
beyond the oral
stage.
The destructive
aspects of orality
Threatening mother
The suggests that as the children transcend their oral anxiety, and free themselves of relying on oral satisfaction for security, they can
also free themselves of the image of the threatening mother –the witch – and rediscover the good parents, whose greater wisdom –
the shared jewels- then benefit all (162)
PSYCHOANALYTICAL ; ARCHETYPAL ANALYSIS
Sees Cinderella story everywhere is that everything heavily depends on symbols and
patterns operating on a universal scale.
https://www.youtube.com/watch?v=mkOdV7bu1tM
Cinerella
Christ
Little red
Ridinghood
Light, sun
Fox
Evel, dark.
THE FEMINIST APPROACH
How are women portrayed in the work? As stereotypes? As individuals?
How is the woman’s point of view considered?
Is male superiority implied in the text?
In what ways is the work affected because it was written by a woman? Or a man?
Major concern
To read a text
as a woman
Female
Masculine bias
in literature
From man’s point of view
For male readers
Questioning its underlying assumptions about differences between
men and women that usually posit women as inferior
Beautiful
Inferior
THE FORMALIST APPROACH
A literary text should be regarded as an object to be analyzed for meaning ap0art
from the values or beliefs of the author or reader.\
Should disregard everything except the literary elements of a work.
Rising and falling dramatic action and on the building of suspense as the children
overhear their parents plotting.
The chief tension – the conflict– in a text as the source of its unity, and tension.
THE ELEMENTS OF LITERATURE
Points of view
Setting
Characters
Plot and conflict
Theme
Style
Tone
Literature as art.
POINTS OF VIEW
First- person point of view: if the narrator refers to him-herself as “I” in the story
Omniscient (all knowing) point of view: one in which the autor excercises unlimited
powers of knowing the thoughts and actions of anyone in the sotry at any time and
any place.
Limited point of view (subjective consciousness): a story is told from the viewpoint of a
single character in the story- but not told by that character
SETTING
Refers to the time, the geographical place, the general environment and circumstances
that prevail in a narrative.
CHARACTERS
Flat and round characters: stereotype of a stock character
Static and Dynamic characters:
Foil characters: is one who possesses personality traits opposite to those of another
character, often the main character.
Character development and consistency
TYPES OF CONFLICT
1. The individual against another
2. The individual against society
3. The individual against nature
4. The individual against self
WHAT IS CBLT?
WHAT IS CBI?
Language
Interlanguage
Subject
Content
WHEN? FOR WHOM?
1980s
All age
• Met
• Linguistically
advanced ones
CBLT FAMILY
CBLT
Content
Driven
Language
Driven
A CONTINUUM OF CONTENT AND LANGUAGE
INTEGRATION
Content-Driven
Language-Driven
Content is taught in L2.
Content is used to learn L2.
Content learning is priority.
Language learning is priority.
Language learning is secondary.
Content learning is incidental.
Content objectives determined by course g
oals or curriculum.
Language objectives determined by L2 cou
rse goals or curriculum
Teachers must select language objectives.
Students evaluated on content to be integr
ated.
Students evaluated on content mastery.
Students evaluated on language skills/profi
ciency.
Total
CONTENT
immersion
DRIVEN
Partial immersion
Sheltered model
School
Curriculum
Content
Content
Driven
Total immersion
, the
entire school curriculum is taught initially through the foreign
language, with content instruction in the L1 gradually increasing
through the grades;
Partial immersion
,
at least half the school day is spent learning school subjects in
another language.
“...subject matter teachers ...may adapt their instruction to
accommodate different levels of language proficiency in their
classes... [T]he language teacher acts as a resource for other
teachers, and ideally, helps those other teachers to increase the
mastery of academic concepts and skills on the part of linguistic
minority students” (Crandall and Tucker 1990).
Rosen and Sasser (1997) note that “...[i]n sheltered English contentarea teachers use a variety of language teaching strategies to
enhance understanding of grade- and age-appropriate subject-area
concepts” (p. 35).
Sheltered courses
Students learn one or two subjects entirely through the foreign
language, and do not learn these same subjects in L1.
The course subject matter defines the learning objectives.
There may be little, if any, explicit language instruction.
Subject courses are taught in the L2 using linguistically sensitive teaching
strategies in order to make content accessible to learners who have less
than native-like proficiency.
The goal is for students to master content; students are evaluated in
terms of content learning, and language learning is secondary.
ABOUT LANGUAGE TEACHING
Aim to produce students with oral and written proficiency in a foreign language,
There may not, be a foreign language curriculum, with defined learning objectives
or specific content (functions, vocabulary, grammar, discourse or social
competencies, etc.).
Rather, the language that students acquire emerges from content instruction and
from the day-to-day interactions between teacher and students, or among students
themselves.
SO
Immersion programs, whether partial or total, are often judged successful based on
student attainment of content, and may be deemed effective even though the levels
of language proficiency students attain are not native-like (Swain and Johnson, 1997;
Genesee, 1994).
SO IMMERSION
Subjects
contents
L2
Content
attainment
SO SHELTERED PROGRAMS
Subjects
contents
Content>language
attainment
L2
LANGUAGE
Adjunct
DRIVENModel
Theme Based
Programmes
Language
Focused
Programmes
SO LANGUAGE DRIVEN
Language
Language
attainment
content
THE ADJUNCT MODEL
Both language and content are the goal.
Lies at the center of the continuum of content/language integration.
Students are expected to learn content material while simultaneously acquiring academic l
anguage proficiency.
Content instructors and language instructors share responsibility for student learning, with st
udents evaluated by content instructors for subject matter mastery, and by language instruct
ors for ‘language skills.
Unlike sheltered courses, where students are all learning content in an L2, in the adjunct mo
del content classes may be comprised of both L1 and L2 content learners, but language inst
ruction is almost always for L2 learners.
SO THE ADJUNCT MODEL
Language
Language
and content
attainment
Content
THE THEME BASED MODEL
Is language-driven: the goal of these courses is to help students develop L2 skills
and proficiency.
Themes are selected based on their potential to contribute to the learner’s
language growth in specific topical or functional domains.
Unlike sheltered courses, which are taught by content instructors, and adjunct
courses that are co-taught, theme-based courses are taught by language
instructors to L2 Learners who are evaluated in terms of their language growth.
Students (and their teachers) are not necessarily accountable for content mastery.
Indeed, content learning is incidental.

SO THE THEME BASED MODEL
Singing
songs
Language
objectives
Roleplaying
Surveys
Theme
or
topic
Assessment
Drawing
Language Attainment
CONTENT AND LANGUAGE CONTINUUM
Content Driven
Total
Immersion
Partial
Immersion
Sheltered
Model
Language driven
Adjunct
Model
Theme
based
courses
Language
focused
with some
contents
THEN, WHAT
SHALL
WE
USE?
Total
Immersion?
Partial
Immersion?
Sheltered
Programmes?
Adjunct
Programmes?
Theme Based
Programmes?
Language
Focused
Programmes?
HOW’S CONTENT DRIVEN PROGRAMMES?
Total
Immersion?
Partial
Immersion?
Sheltered
Programmes?
For High
level in L2?
Fossilized
expression?
Too difficult
for Teachers?
HOW ABOUT LANGUAGE DRIVEN?
Too boring??
Misunderstan
ding
cognitively
appropriate
theme??
Lose interest?
Theme Based
Programmes?
Language
Focused
Programmes?
Adjunct Model?
Yeah! But need
specific
language and
content input.
Language
Focused
Programmes?
Because!
Cognitive
Development
EFL Content
Kindergarten
6th Grade
LEARNERS’ PERCEPTIONS CONCERNING
ENGLISH LASSES
very
interesti
ng
interesti
ng
boring
very
boring
No
respo
nse
3
59
51%
42
37%
8
7%
2
2%
4
3%
0
115
100
%
4
51
50%
25
25%
22
22%
1
1%
2
2%
0
101
100
%
5
27
23.5
%
50
43.5
%
26
23%
8
7%
4
3%
0
115
100
%
6
19
10%
62
34%
84
45%
17
9%
2
1%
2
186
100
%
so so
1
%
Total
LEARNERS’ PICTURE OF THEIR PARTICIPATION
RATE IN THE ENGLISH CLASSES
Always
Some
times
Rarely
No
response
Total
3rd
70
61%
38
33%
4
3%
4
3%
115
100
%
4th
63
62%
33
33%
3
3%
2
2%
101
100
%
5th
73
63.5
%
36
31%
2
2%
4
3.5%
115
100
%
6th
81
44%
86
46%
11
6%
8
4%
186
100
%
SURVEY
Subjects: 517 learners of Korean public primary schools in Kyungi
province.
Questions:
What are the learners’ perceptions about their English classes?
What are the learners’ impressions about their participation in
English classes?
What view do the learners have about their participation in other
subject classes
LEARNERS’ PARTICIPATION RATE
IN OTHER SUBJECTS
Grade 3
Grade 4
Grade 5
Grade 6
Always
49
43%
35
35%
87
76%
107
58%
Some
times
57
50%
63
62%
25
22%
75
40%
Rarely
6
5%
1
1%
3
2%
4
2%
No
response
3
3%
2
2%
0
0%
0
0%
Students’ cognitive level
English text content
ENGLISH TOPICS FOR
RD
3
GRADE (1997)
Topics
Units
Language
Weather
Unit 16
Sunny, Cloudy, Snowy, Rainy, Cold, Hot,
Food;
Unit 11, 15
Hamburgers, Sandwich, Orange juice, Ice-cream.
Clothes
Unit 12
Shirt, Skirt, Cap, Dress
Animal
Unit 14
Cow, Dog, Pig, Cat
Sports
Unit 13
Soccer, Baseball, Basketball, Badminton
Family
Unit 10
Father, Mother, Sister, Brother
Personal
objects
Unit 3, 4, 6
Cap, Pencil, Glove, Ball, Book bag, Book
House
Unit 5 and 9
My room, Bathroom, Kitchen, Living Room
Others
Unit 1, 2, 7, 8
These units can not be included in any categories
TOPICS FOR
RD
3
Title
1
One by one
3
The clean
country
4
Researching
Attitudes
GRADE ‘READING’
Topics
1) A life story of a
salmon
2) A pond skater, the
swimmer
Category
Informative
ScienceFiction
Learning Focus
Summarize the story into a beginning,
middle and ending
Environment
1) The Sol River
2) Keeping water clean studies
3) Kyu-Hee’s Story.
4) Yun-soo’s Story
5) Gun-ho’s Story
- A fiction about a polluting driver
- Children’s personal opinion about
keeping the water clean
- What is your opinion?
1) Life of Pabre the
insect researcher
2) Suk,Joo-Myung,
the butterfly
researcher
- summarize the lives of these
researchers
- What is the reason for them to study
insects?
- What did they do to carry out their
research?
- What do you think about them?
Biographical
stories
Cognitive
Development
EFL Content
Kindergarten
6th Grade
TOPICS IN ENGLISH TEXTBOOK (2007)
Topics
3rd
4th
5th
Language
Numbers
6
3,
4
8
6
1 ~ 10, 1~20. How old are you? What time is it?
How much is it? 1~ 30
Food
5
Clothes
Weather
8
8
Animal
6
Sports
7
7
8,
11
Swim, skating, skiing, jumping, running, dancing,
tennis, football, baseball, kicking
Personal
objects
Body parts
2,3
6
9
4
2
7
Cap, Pencil, Book bag, Book,
Tooth, eyes, mouth, hands, nose, wash,
Don’t do ~
Apples, chicken, meat, grapes, ice-cream, bananas
1
15
Shirt, sweater, jumper, boots, pants, mitten
Snowing, raining, sunny, cold, hot, warm
Cows, monkeys, bears, dogs, pigs, cats, kangaroos,
TOPICS IN SOCIAL STUDIES AND PRACTICAL STUDIES FOR 6TH
GRADE
Subject
Topic (content)
Social study
• Pre-history –United Silla, Balhae, Unified Korea and its politics,
culture. Chosun Dynasty and its politics, culture, wars.
The latter period of Chosun and its culture. Development of its
agriculture and commercial industry, The religions, The invasion of
foreign countries, The period of the Korean empire
• Modern Society : Independent Korea from Japan, The
foundation of Korean and its development
Practical
Studies
• Variety kinds of jobs in the world – Understanding different functions
and roles of jobs. Planning personal future jobs through analyzing
individual characteristics, aptitude.
• Environmental studies
• Cooking
• Learning to use and making things using a sewing machine
• Making things with wood
• Raising a pet
• Working with the computer
Other Subjects
Geography
Environment
Future jobs
Friendship
History
Empires
War
Cooking
Industries
Culture
Computers
Etc…
English Classes
Colors
My family
Zoo animals
Likes
REGULAR CLASSES
ENGLISH CLASSES
HOMEWORK
Choose one story and analyse the story using all four approaches of critics.
Read chapter 11 & 17 & 23
Focused questions will be given to you through email.
FOCUSED QUESTIONS
1.
When do babies first become aware of themselves and how do people know they know it? How we can use of it in our
ELT?
2.
By what age do babies understand other people have different intentions toward people and objects? How do people
understand the babies of a certain age understand it? And how can we use of it in ELT?
3.
Is it possible to teach or ask what do 24 months old babies about what they want to eat and do in a certain context?
How can we use it in ELT?
4.
What is the intention of ‘schematic representation of the location change task developed by Wimmer & Perner(1983)?
How can we use it in ELT?
5.
Do children truly believe in magic, or do they recognize that such beliefs belong to the realm of fantasy? Please answer
this question using some experiments described in the chapter.
6.
Explain three types of book discussion questions and apply these questions using one story book for children of age 7.
7.
What is reader-response essays and how would you ask your learners to do it if they are 3rd grade novice ELL?
8.
What kind of stories reflect the psychological and social realism? Please explain these two realism respectively and find
two books that reflect each realism.