Scrutinising the of ESL preferences in literature approaches and activities: from the lenses teachers
Literature learning is associated with language and linguistics. It serves as a means to develop language proficiency and becomes the avenue to express appreciation for cultural knowledge. However, the teaching of literature may not succeed if unsuitable approaches are employed. Therefore, it requ...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/13984/1/28472-104081-1-PB.pdf http://journalarticle.ukm.my/13984/ http://ejournals.ukm.my/3l/issue/view/1196 |
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| Summary: | Literature learning is associated with language and linguistics. It serves as a means to develop language
proficiency and becomes the avenue to express appreciation for cultural knowledge. However, the teaching of
literature may not succeed if unsuitable approaches are employed. Therefore, it requires suitable activities to be
conducted in a lesson which this study aims to examine. By employing questionnaire and interviews as the
research instruments, 271 English as Second Language (ESL) teachers were involved in this study. This study
discovered that using simple terms in giving explanation approach was highly preferred by the respondents
besides conducting a comprehension questions activity. Further results were discussed in the paper. The
interview responses consolidated the findings. To summarise, teachers should design more creative and
appealing activities that suit the approaches employed as a platform to inculcate students’ interest in literature
lessons. |
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