This document discusses using literature in the language classroom. It covers several key points:
- Readers interpret texts differently based on their historical/social context and beliefs. Effective readers have "literary competence" to understand conventions.
- Literary competence includes skills like following plots, themes, characters, and narration in appropriate ways. It is important for teachers to help students develop these skills.
- There are many reasons to use literature, including motivation, exposing students to other cultures, and encouraging language acquisition. However, teachers must ensure students develop a critical perspective and do not assume literature represents an entire society.
- Overall, the document emphasizes that developing students' literary competence is important for understanding literature, and
CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHINGJhoni XomeRingz
Discourse analysis and pragmatics paved away for emergence of such a change. It has become clear that the learners should experience form with function to provide accuracy and fluency in target language.
Study form and function shouldn’t be kept apart
Form and function are two different dimension in language and there may interpretation of the same form
To avoid pragmatic difficulties in language teaching, discourse of language has to be studied carefully by the teachers and students
Discourse analysis (Linguistics Forms and Functions)Satya Permadi
Discourse analysis is an umbrella term for all those studies within applied linguistics which focus on units/stretches of language beyond the sentence level (Judit, 2012). We as the human is use a natural language utterance which language serves in the expression of 'content' described as transactional and that function involved in expressing social relations and personal attitudes we describe as interactional. Spoken and written language has relation each other. But written language and spoken language have different form. The book concerns with sentence which is 'text-sentence‘, so it will connected to behavior and involves contextual considerations. The data which is used in this book is based on the linguistic output of someone other than the analyst. Besides, discourse analyst discovers regularities in his data.
Introductory lecture on Corpus Linguistics. Contents: Corpus linguistics: past and present, What is a corpus?, Why use computers to study language? Corpus-based vs. Intuition-based approach, Theory vs. Methodology.
This lecture was based on McEnery et al. 2006. Corpus-based Language Studies. An Advanced resource book. Routlege.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHINGJhoni XomeRingz
Discourse analysis and pragmatics paved away for emergence of such a change. It has become clear that the learners should experience form with function to provide accuracy and fluency in target language.
Study form and function shouldn’t be kept apart
Form and function are two different dimension in language and there may interpretation of the same form
To avoid pragmatic difficulties in language teaching, discourse of language has to be studied carefully by the teachers and students
Discourse analysis (Linguistics Forms and Functions)Satya Permadi
Discourse analysis is an umbrella term for all those studies within applied linguistics which focus on units/stretches of language beyond the sentence level (Judit, 2012). We as the human is use a natural language utterance which language serves in the expression of 'content' described as transactional and that function involved in expressing social relations and personal attitudes we describe as interactional. Spoken and written language has relation each other. But written language and spoken language have different form. The book concerns with sentence which is 'text-sentence‘, so it will connected to behavior and involves contextual considerations. The data which is used in this book is based on the linguistic output of someone other than the analyst. Besides, discourse analyst discovers regularities in his data.
Introductory lecture on Corpus Linguistics. Contents: Corpus linguistics: past and present, What is a corpus?, Why use computers to study language? Corpus-based vs. Intuition-based approach, Theory vs. Methodology.
This lecture was based on McEnery et al. 2006. Corpus-based Language Studies. An Advanced resource book. Routlege.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. LOOKING BACK…
…on the discussion last meeting, read the following and share your
thoughts about it.
“The meaning of a text can never be fixed or frozen,
but different readers of a text make sense of it in their
own way.”
3. As Selden (1989) puts it,
Readers can be free to enter a text from any direction, but there is
no correct route. Below are a few factors which may be important in
influencing, or even determining the interpretation that readers
make of a literary text:
◦ the historical period in which the reader is living
◦ the class/social position of the reader
◦ the reader’s religious beliefs
4. What other factors would you add to this list?
THE HISTORICAL PERIOD IN
WHICH THE READER IS LIVING
THE CLASS/SOCIAL
POSITION OF THE READER
THE READER’S RELIGIOUS
BELIEFS
5. Which of these factors and the ones that your classmates may have added might
be the most important in influencing the interpretation that your own students
might make of a literary text? Why?
THE HISTORICAL PERIOD IN
WHICH THE READER IS LIVING
THE CLASS/SOCIAL
POSITION OF THE READER
THE READER’S RELIGIOUS
BELIEFS
6. LITERARY COMPETENCE
Most language teachers have already considered the notion that the reader of
a literary text -is crucial in assigning meaning to the text.
7. LITERARY COMPETENCE
One factor which may be relevant to language teachers wishing to use
literature in their lessons is the concept of
'literary competence'.
8. Take a trip down the Activity No. 1 lane…
1.What is literary competence?
2.How important is it for language teachers and
students?
9. GRAMMATICAL COMPETENCE
◦ Noam Chomsky
◦ all speakers of any language possess an internalized grammar which allows
them to produce and understand utterances which they may not have heard
before, provided that these utterances conform to the grammatical rules of the
language they are speaking
10. LITERARY COMPETENCE
◦ Jonathan Culler
◦ argued that effective readers of a literary text possess 'literary competence', in
that they have an implicit understanding of, and familiarity with, certain
conventions which allow them to take the words on the page of a play or other
literary work and convert them into literary meanings
11. LITERARY COMPETENCE
Perhaps you would
treat a newspaper
sentence in a rather
objective way,
simply using it to
gain certain facts. On the other hand, with
poetry, you may assign
certain meanings to it
which may latent or
unexplored if it was part of
a newspaper text.
If so, you are implicitly drawing on certain conventions
about how a poem is to be read and understood.
12. LITERARY COMPETENCE:
What are these conventions?
We are reading something as
literature when we are interested
in the 'general state of affairs' to
which it refers rather than its
pragmatic function in the real
world (Brumfit and Carter, 1986).
13. LITERARY COMPETENCE:
What are these conventions?
Thus, when reading a newspaper article, we
expect it to be verifiable with reference to a
world of facts, whereas when reading
literary texts, we are interested in what
Brumfit has described as metaphorical or
symbolic meanings which 'illuminate our
self-awareness’ (Brumfit, Carter and Walker,
1989, p. 27).
14. Examples of Literary Conventions
◦ reading a novel and being able to follow the plot and recognize certain themes
◦ recognize how themes in the plot may be reflected by themes in the sub-plot,
how particular characters come to embody certain values or attitudes, how the
narration is shaped by a particular point of view
15. While it is extremely difficult to itemize all the skills
that go towards making up 'literary competence', it is
important for teachers to identify at least some of the
more important skills which make up literary
competence.
16. Spiro (1991)…
…defines literary competence as
◦ (1) informed appreciation of literature,
◦ (2) ability to respond appropriately to all literature in the target language,
◦ (3) ability to analyze and define responses in literature,
◦ (4) ability to relate literature to one’s personal experience/to empathize with text,
◦ (5) ability to place literature within a wider social / cultural / linguistic context, and
◦ (6) enjoyment of literature.
19. THINGS TO REMEMBER AS A LANGUAGE AND
LITERATURE TEACHER:
◦ If the study of literature is our aim, developing the
'literary competence' of our students is crucial.
◦ On the other hand, if we wish to use literature as a
resource, then we may not aim to teach 'literary
competence,’ but it is possible that our students will
begin to acquire it through their exposure to literary
texts.
◦ We should not expect such students to develop literary
competence without deliberately developing and using
tasks and activities which help them to do so.
21. Below is a list of reasons for using literature with the
language learner. Think about which reasons are the most
important. List your reasons in order of importance.
__it is very motivating
__it is authentic material
__it has general educational value
__it is found in many' syllabi
__it helps students to understand another culture
__it is a stimulus for language acquisition
__it develops students' interpretative abilities
__students enjoy it, and it is fun
__it is highly valued and has a high status
__it expands students' language awareness
__it encourages students to talk about their opinions and feelings
Are there any other reasons for using literature that you want to add to this list?
22. Examining the reasons for using literature
MOTIVATING MATERIAL
◦ Literature is highly valued.
◦ Students of English may experience a real sense of achievement at tackling
literary materials.
◦ Studying some literature in English can provide an interesting and thought-
provoking point of comparison.
◦ Literature exposes students to complex themes and fresh, unexpected uses of
language.
◦ If the materials are carefully chosen, students will feel that what they do in the
classroom is relevant and meaningful to their own lives.
23. Examining the reasons for using literature
ACCESS TO CULTURAL BACKGROUND
◦ Literary texts in English reflect the rich and fascinating diversities of our world.
◦ Reading literature in English does encourage students to become broadly
aware of the social, political, and historical events which form the background
to a particular play or novel
◦ Literature does seem to provide a way of contextualizing how a member of a
particular society might behave or react in a specific situation
◦ Using literature with our students may enable them to gain useful and often
surprising perceptions about how the members of a society might describe or
evaluate their experiences.
BUT…
24. Examining the reasons for using literature
ACCESS TO CULTURAL BACKGROUND (ISSUES)
◦ To begin with, the relationship between a culture and its literature is not at all simple, since few
novels or poems could claim to be a purely factual documentation of their society
◦ There is a danger that students will fall into the fallacy of assuming that a novel, for example,
represents the totality of a society, when in fact it is a highly atypical account of one milieu during a
specific historical period.
◦ REMEMBER: our response to the cultural aspect of literature should always be a critical one, so
that the underlying cultural and ideological assumptions in the texts are not merely accepted
and reinforced, but are questioned, evaluated and, if necessary, subverted.
25. Examining the reasons for using literature
ENCOURAGING LANGUAGE ACQUISITION
◦ Literature may provide a particularly appropriate way of stimulating this
acquisition, as it provides meaningful and memorable contexts for
processing and interpreting new language.
◦ The reading of literature then becomes an important way of
supplementing the inevitably restricted input of the classroom.
◦ Focusing on a task which demands that students express their own
personal responses to the multiple levels of meaning in literature can
accelerate the students' acquisition of language.
26. WE ARE DONE WITH
LESSON 01B!
Answer your reflection activity on MS Teams.