Professional Documents
Culture Documents
Teaching Literature
Teaching Literature
Nadaraja Pillai
Professor cum Deputy Director (Rtd.)
Central Institute of Indian Languages, Mysore,
India
Syllabus Teaching materials Teacher
Backwash
Errors Skills
Syllabus
Content
Exercises
Objectives
Language Literature and
structure culture
Language
Content Objectives
Objectives
Written works having excellence in:
Form
Expression
Ideas
Widespread and Lasting Interest
L it e ra t u re
P ro s e P o e try D ra m a
‘Literacy skill’
The knowledge and skills required to understand
and use information from texts such as passages
of fiction, poem and drama.
And development of a few more skills sthrough
activities .
Students learn communicative competence
involving interpreting discourse in all its social
and cultural contexts. (Savvidou)
Students show more improved literacy practices
Foregrounding
Remembering or flashback
Character speaking
What and how do we want to teach?
The sound patterns
The words
The sentence structure - Structural approach
The theme and meaning
The poetics, -The style
- Stylistic approach
- Discourse Analysis
These features vs. the language skills of the students
Basic language Skills
Listening
Speaking
Reading
Writing
Higher Order skills
Cohesion
Coherence
Translation, etc.
Story Context + theme + technique+ conclusion
Context Characters + Place + Time
Theme Incidents + Objectives
Techniques Scenes
Scenes Objectives + technique-s + conclusion
Scene-techniques incidents + causes
Objectives Author’s thought
The mountain and the squirrel
Had a quarrel,
And the former called the latter “little prig”;
Bun replied,
“you are doubtless very big;
But all sorts of things and weather
Must be taken in together
To make up a year
And a sphere
And I think it no disgrace
To occupy my place
If I am not so large as you,
You are not so small as I,
And not half so spry;
I’ll not deny you make
A very pretty squirrel track
Talents differ; all is well and wisely put;
If I cannot carry forests on my back
Neither can you crack a nut.”
syllabus
It is taken as an art form only.
Song
Goe, and catche a fallings starre,
Get with child a mandrake roote,
Tell me, where all past years are,
Or who cleft the devils foot,
Teach me to heare Mermaids singing,
Or to keep off envies stinging,
And finde
What winde ---John Donne
Sound patterns: alliteration and assonance
Rhythms
Phrases
Repetition of features
New imagination
H.W. Longfellow.
It is clear that language teaching methods are not
adequate for teaching poetry.
3. Summarizing/Notes taking
Message
Genre
Aesthetic technique
Language use
Characterization
Cultural features
Drama
Origins of Drama
The word drama comes from the Greek verb
dran, which means “to do.”
Resolution
Exposition conflict is resolved;
characters and conflicts play ends
are introduced
Conflict is a struggle or clash between opposing
characters or forces. A conflict may develop . . .
* between characters who want different things or
the same thing
* between a character and his or her circumstances
* within a character who is torn by competing
desires
comedy is a play that ends happily.
The plot usually centers on a romantic conflict.
Characterization
Aesthetic
techniques
Massage
Word Meaning and
language use
Symbol/
Imaginatio
n
Structure / Genre
Literature
Read /foregrounding
Some classroom activities suggested here lend
themselves to project works.
Projects are thematic in nature, meaningful,
learner-centered, cooperative
and
can incorporate elaborate, complex tasks which
will motivate and learn the literature with ease.
An outline for planning and implementing projects in 10
steps.
1. Select a theme.
2. Determine outcomes.
3. Structure the project.
4. Gather information.
5. Prepare learners for language they will need.
6. Choose aesthetic techniques.
7. Analyze information.
8. Prepare learners to compile.
9. Present final project report.
10. Evaluate.
What is going on in the field?
1. Examination/ test on Structures- mostly
objective type
2. General/ textual mostly Subjective types
3. Oral test for speaking and comprehension
Are our dimensions sufficient for teaching and
testing ?
8 dimensions and 7 levels
If not, What else?
Content
Function
Variety
Relation
A Development Model for teaching literature
Message
Learner Teacher
Cultural features
Characterization
Aesthetic techniques
Literature
We have to suggest techniques which can