The document discusses two pedagogical approaches for integrating literature into EFL/ESL curriculum: Story Grammar and Reader Response. Story Grammar views reading as an interactive process between the reader and text, with the reader using their understanding of narrative structure like characters, plot, setting to comprehend stories. Reader Response sees reading as a transaction between the reader's background and the text, with meaning constructed through the reader's response and interpretation. Both aim to engage readers and develop thinking skills through literature.

2.  significance of integrating literature in
EFL/ESL curriculum:
› a motivating medium for language learning
› fostering the development of thinking skills
› developing intercultural awareness
› nurturing empathy, tolerance for diversity,
and emotional intelligence
 two pedagogical approaches:
› The Story Grammar
› The Reader Response

3.  The Story Grammar
› readers should be consciously aware of text
structure
› reading is an interactive process, and
interchange of ideas or transaction between
the reader and the text
 reader interacts with the text and relates ideas
from the text to prior experiences to construct
meaning
 requires reader to understand how the author
has organised his ideas, i.e. text structure

4.  Story Grammar
› text structure
 various patterns of how concepts within text
are related
 two types:
 narrative - tells a story; literature selections
 expository – provides information; science and
social studies selections
 the two types require different comprehension
processes
 Ithaka & Article I

5.  Story Grammar
› knowledge of discourse conventions –
textual schemata
 expectations about what readers will
encounter
 readers use their schemata and clues from the
text  interactive process
 readers schemata provides the structure
needed to associate meaning with the text

6.  Story Grammar
› represents the basic structure of a narrative
text
› system of rules used for describing the
consistent features found in narrative texts
 describe story parts, arrangement of the parts,
and how the parts are related  internal
structure of the story
 these parts are identifiable by readers
 setting; characters; problem; action; resolution; theme

7.  Story Grammar
› represents the basic structure of a narrative
text
› system of rules used for describing the
consistent features found in narrative texts
 describe story parts, arrangement of the parts,
and how the parts are related  internal
structure of the story
 these parts are identifiable by readers
 episodes  setting; characters; problem; action;
resolution; theme

8.  Story Grammar
› story grammar
 deals with the text
› story schema
 mental representation that readers have of
story parts and their relationships
 a set of expectations - what readers have in
their heads about how stories are organized

9.  Reader Response
› based on constructivism
 learner as a unique individual
 importance of the background and culture of the
learner
 importance of the learner being actively involved
in the learning process
› reading process as a transaction between the
reader and the text in which the reader, with his
past experiences, beliefs, expectations and
assumptions, interacts with the perspectives in
the text, and meaning is determined by the
result of this transaction

10.  Reader Response
› reader has a response to the event, which
involves the organizing his thoughts and
feelings about the text:
 anticipating/retrospecting – guesses about
what is going to happen next
 picturing – images that comes into the mind’s
eye [faces, scenes, etc.]
 interacting – opinions on a character’s
personality or actions
 evaluating – comments on the skill of the writer

11.  Reader Response
› meaning is self-constructed  readers are
independent meaning makers
› meaning and structure of the text is not
inherent but are invited by the author and
imputed to the text by the reader
› to encourage learners to respond to the text
and express their ideas, opinions and feelings
freely
› multiple interpretations rather than correct
interpretation