MODELS OF TEACHING

LITERATURE IN ENGLISH
 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 teacher-
centred
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
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