MODELS OF TEACHING
LITERATURE IN ENGLISH
DR. HUSNIAH SAHAMID
EDUATION 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 teachercentred
• 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-teachingliterature/#ixzz19xPSEUL0