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NEO Approaches in Teaching Literature

The document discusses three approaches to teaching literature: the traditional approach which is teacher-centered, the language-based approach which focuses on language skills, and the reader-response approach which prioritizes the student's personal experience and response. Each approach is defined and their key characteristics are outlined.

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Rovilaine Denzo
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40 views18 pages

NEO Approaches in Teaching Literature

The document discusses three approaches to teaching literature: the traditional approach which is teacher-centered, the language-based approach which focuses on language skills, and the reader-response approach which prioritizes the student's personal experience and response. Each approach is defined and their key characteristics are outlined.

Uploaded by

Rovilaine Denzo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Approaches

in Teaching
Literature
PREPARED BY: JANETTE D. GARCIA
Learning Targets:
At the end of the lesson, the students should
be able to:
1. differentiate the three approaches for
teaching literature;
2. develop understanding and appreciation of
the approaches;
3. engage in activities contextualized to a
particular approach.
What is Approach?
Approach is the “particular way of thinking
about or dealing with something.”
(Macmillan dictionary)
In the context of teaching
literature…
Approach means the best way or the best
practice a teacher uses to teach literature to
learners in order to achieve his or her goal of
imparting relevant and meaningful
knowledge to the learner.
“Operational frameword applicable to
realities on the ground in the classroom.”
(Moody, 1983)
Three Approaches:
1. Traditional Approach
2. Language-Based Approach
3. Reader-Response Approach
Traditional Approach
* lecture-based with Teacher-centered approach
* Teacher spells out important terms and
concepts during discussion
*Student has no choice but to listen and
regurgitate what the teacher says
* Teacher provides background information
of text- social, political & historical
*Teacher explains thematic and stylistic
features of the text (genre)
* Students have few opportunities to do the
task themselves
* Students become parrot-like, merely
repeating what has been presented in class
Language-Based Approach
* Learners interact with literary texts and other
genre and reconsider teacher’s role
* Students’ attention is focused on the way language
is used in the literary texts, draw attention to
grammar and vocabulary to improve, increase &
enhance awareness of language.
* “The primary aim of this approach is to
engage learners in language activities using
literary texts” (Maley and Duff, 1990)
* Learner is engaged in varied language
activities – jigsaw puzzle, fill-in-the-blank
exercises, organizing sentences, creative
thinking & writing, performance activities-
drama & poetry recital.
Reader-Response Approach
* “Transactional Theory” – utilitarian
reading is reading for a purpose; aesthetic
reading is reading for pleasure and
appreciation. (Rosenblatt, 1978)
In aesthetic reading- reader is engaged in a
deeper level of interaction of transaction in
reading a literary text as he responds in his
way of thinking, feelings, emotions,
judgement, reasoning, biases, prejudice.
* This process seeks NOT to control the
reader’s experience but rather to facilitate the
reader’s own structuring of that experience.
* Student-centered activities – personal
writing, journal writing, collaborative tasks-
brainstorming sessions & small group
discussions.
* “Personal approach develops in the learner
an open mind and willingness to learn beyond
the mere improvement of his or her language
proficiency and make him or her a more
skilled reader in the process.” (Khatib, 2011)

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