Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2

Autor/inn/en	Rashid, Radzuwan Ab.; Vethamani, Malachi Edwin; Rahman, Shireena Basree Abdul
Titel	Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2
Quelle	In: English Language Teaching, 3 (2010) 4, S.87-99 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Educational Strategies; Teaching Methods; Secondary School Students; Questionnaires; Classroom Observation Techniques; Semi Structured Interviews; Language of Instruction; Language Proficiency; English Literature; English (Second Language); English Instruction; Feedback (Response); Teacher Attitudes; Student Reaction; Educational Objectives; Educational Practices; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Fragebogen; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Englische literatur; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Lehrerverhalten; Schülerkritik; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Ausland
Abstract	This study aimed to identify the approaches and strategies employed by teachers in teaching the literature component to less proficient students in Forms 1 and 2 in selected secondary schools in Kelantan, Malaysia. The study was conducted in 18 rural schools. Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary data was used. Findings show that the information-based approach is popularly employed by teachers, followed by moral-philosophical approach and paraphrastic approach. The findings indicate that the teaching approach is influenced by the students' inability to comprehend English language which forces teachers to spoon feed the students and use the students' mother tongue as the medium of instruction. The implication is that literature teaching with the aims of developing students' language and thinking skills and generating students' personal response and appreciation may not be achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01