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Week i & ii pt. ii

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Adibah H. Mutalib

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.

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Week i & ii pt. ii
 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
 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
 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
 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
 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
 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
 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
 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
 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
 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

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Week i & ii pt. ii

  • 2. ï‚ž 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 ï‚ž two pedagogical approaches: › The Story Grammar › The Reader Response
  • 3. ï‚ž 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 ï‚– reader interacts with the text and relates ideas from the text to prior experiences to construct meaning ï‚– requires reader to understand how the author has organised his ideas, i.e. text structure
  • 4. ï‚ž Story Grammar › text structure ï‚– various patterns of how concepts within text are related ï‚– two types: ï‚– narrative - tells a story; literature selections ï‚– expository – provides information; science and social studies selections ï‚– the two types require different comprehension processes ï‚– Ithaka & Article I
  • 5. ï‚ž Story Grammar › knowledge of discourse conventions – textual schemata ï‚– expectations about what readers will encounter ï‚– readers use their schemata and clues from the text  interactive process ï‚– readers schemata provides the structure needed to associate meaning with the text
  • 6. ï‚ž Story Grammar › represents the basic structure of a narrative text › system of rules used for describing the consistent features found in narrative texts ï‚– describe story parts, arrangement of the parts, and how the parts are related  internal structure of the story ï‚– these parts are identifiable by readers ï‚– setting; characters; problem; action; resolution; theme
  • 7. ï‚ž Story Grammar › represents the basic structure of a narrative text › system of rules used for describing the consistent features found in narrative texts ï‚– describe story parts, arrangement of the parts, and how the parts are related  internal structure of the story ï‚– these parts are identifiable by readers ï‚– episodes  setting; characters; problem; action; resolution; theme
  • 8. ï‚ž Story Grammar › story grammar ï‚– deals with the text › story schema ï‚– mental representation that readers have of story parts and their relationships ï‚– a set of expectations - what readers have in their heads about how stories are organized
  • 9. ï‚ž Reader Response › based on constructivism ï‚– learner as a unique individual ï‚– importance of the background and culture of the learner ï‚– 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. ï‚ž Reader Response › reader has a response to the event, which involves the organizing his thoughts and feelings about the text: ï‚– anticipating/retrospecting – guesses about what is going to happen next ï‚– picturing – images that comes into the mind’s eye [faces, scenes, etc.] ï‚– interacting – opinions on a character’s personality or actions ï‚– evaluating – comments on the skill of the writer
  • 11. ï‚ž 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