The document discusses different approaches to teaching literature: periphrastic, information-based, and moral-philosophical. The periphrastic approach focuses on surface level meaning and is suitable for beginners. The information-based approach uses literature as an information source and involves teacher-centered activities. The moral-philosophical approach incorporates moral values and encourages students to connect themes to their lives. Each approach has benefits like easing comprehension, but also limitations such as over-reliance on teachers or lack of student engagement.

1. Approaches in
Literature
Teaching
Periphrastic, Information-Based, Moral-Philosophical
Presented by: Lesley Angelica G. Alcantara

2. •deals with the surface meaning of the text
• Rosli (1995) asserts that it allows teachers to use
simpler words and sentence structures
• suitable for beginners of the target language

3. • re-tell the text to students to help them to
understand.
• use simple terms to explain what the story is
about to students.
• discuss what the author says in the text
• get students to tell the story telling of the text

4. Students can easily
grasp the meaning of
words.
Students can
understand and will
connect
Good for beginners
It is more time consuming.
Vocabulary will be limited.
 Learners will be relying
solely in the meaning given
by the teacher.
 It is teacher-centered and
does not contribute much
interesting activities towards
students (Hwang & Embi,
2007).

5. • The Book Talk/Literature Circles
Book talk should take place informally on a
regular basis in the classroom.
-Retelling of some of the main events in the
story.
-An account of the students' favourite part of
book between events, characters and ideas in
text and their own lives

6. • Subtitle
• Listening Activities and Sequencing of
events
Students will listen to a recorded summary
using the mother tongue and will
the events in the story after.

7. • demands a large input from the teacher
• literature while learning

8. • Carter and Long argues that it involves critical concepts,
literary conventions and metalanguage and the students
should be able to use such terms and concepts in talking
and writing about literature (Carter and Long 1991).

9. •literature as a source of information
•provides teacher-centered activities in the
classroom
• It describes the study of literature as - “aesthetically
patterned artifact endowed with the knowledge
potential philosophy, culture, morality and
humanities” (Ganakumaran 1992).

10. • Students acquire enough knowledge and
information on the literary text
• encourages students to think deeply and
share their thoughts about a story.
• The classroom remains orderly.
• Students are quiet.
• The teacher is an important source of
information on how the learners are
doing.
• This approach may be boring for students.
• Less widely used than other forms of
instruction, teachers often spend hours
choosing literature selections, as well as
developing activities and evaluations that
reflect the content.
• Students will have difficulties acquiring
decoding knowledge.

11. • sharing information
• reading of notes
• criticizing the book
• lectures

12. • This approach incorporates moral values in
student.
• It enables students to develop their language,
character and emotions by connecting and
responding the issues and themes to their lives
(Hwang & Embi, 2007).

13. • It searches moral values from a text and raises
students’ awareness about it.
•• Plato acknowledged literature’s power as a
teacher by believing it capable of corrupting
morals and undermining religion.

14. • Aristotle considered literature capable of
fostering virtue.
• Horace said literature should be “delightful and
instructive.”
• Samuel Johnson said that the function of literature
is to teach morality, and to probe philosophical
issues.

15. • becomes much more than a
novelty, it becomes
something human.
• useful for works that present
an obvious moral philosophy
• shaping the moral of learners
• very likely to be condescending.
• analyzes the morals and the idea
of the work, which some deem
too difficult to interpret fairly.
• very judgmental.
• not objective—focuses on
feelings, impressions

16. • Pope’s ‘ Essay on man’--- understood if one
understands the meaning and role of reason in
the 18th century thought. ---can also be
religiously oriented.
• Hawthorne’s ‘Scarlet Letter’--- study of the
effects of secret sin on a human soul – sin
unconfessed before man and god.

17. • Robert Frost’s ‘stopping before woods over snowy
evening’--- suggesting that duty and responsibility
take precedence over beauty and pleasure. 4.
• J.K.Rowling’s Harry Potter Books --Various religious
conservatives, especially American Christian groups,
have claimed that the books promote witchcraft and
are therefore unsuitable for children