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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

“ITINERARIO” TECHNIQUES OF SELECTING LITERATURE LEARNING OUTCOME: Demonstrates the techniques of selecting literature and its importance through an online magazine. Semester “5A”

Student´s name: Johana Gabriela Palacios Palacios Professor´s name: Cristina del Rocio Jordan Buenaño

AMBATO – ECUADOR


INDEX


Literature for personal enrichment

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DEFINITIONS

LITERATURE

Literature is consider how all the books, poems, texts or different stories that are convey with a message and something interesting that catch the attention of the reader.

LITERATURE FOR PERSONAL ENRICHMENT Literature for personal enrichment is considered all the texts that have a specific message that help at the people to improve their dialect and also, they become more actively in their interpersonal relations.

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BACKGROUND

The technique of literature for personal enrichment was created by the teachers' need for students to be interested in literature. With the literature the teachers promoted the interest in the students to learn a little more of different literary genres. Thanks to the literature for personal enrichment I change the traditional education of always. With this technique the students have the opportunity to share their ideas and create their own opinions and ideas about the text they read.

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ADVANTAGES AND DISADVANTAGES

ADVANTAGES

 Students can choose the texts according at these interests.  It helps that the students be more actively in class.  Excellent stimulus for group work  Students can practice the language.  Students can create their own

DISADVANTAGES

 Not all the texts are literary.  Students can focus only in one generous.  Shy students only read and create their ideas for themselves and don’t practice the language.  Sometimes the students’ can´t understand the text message.

opinions or ideas about the text.  Students are interesting in reading

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HOW TO APPLY THE TECHNIQUE?

 Objective: to design activities for our students which use stylistic analysis;  We ourselves need a procedure or strategy for analysing the text;  One possible procedure which involves two main steps: 1. While looking at a particular text, note down any linguistic features which are particularly noticeable. 2. Develop a series of questions which alert students to these features, and encourage them to reach an interpretation or appreciation of the text bearing these features in mind.

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EXAMPLE

Using poems 

Have students read each other the poem aloud at the same time, checking for each other’s pronunciation and rhythm. Do a whole class choral reading at the end.

Ask students to rewrite the poem, changing the meaning but not the structure.

Ask students to write or discuss the possible story behind the poem. Who was it for? What led to the writing of this poem?

Have a discussion on issues the poem raised and how they relate to the students’ lives.

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EXTRAS

Literature for cultural enrichment Most language learners assume that in order to understand the culture of a language, the most likely way is to go to the country where the language is spoken for a visit, stay in the country for some time, interact with the native speakers of the language, and use the language for daily communications. However, there is another easier and cheaper way to know how the culture of the use of a language takes place that is DOI 10.18502/kss.v3i4.1914 Page 28 KnE Social Sciences AICLL by reading and learning literary works such as short stories, novels, plays, poetry etc. Through reading a novel for instance, the learners may get cultural information because the novel presents characters from different sociocultural backgrounds. At least, the learners will know some different aspects regarding how the characters live in the world described within the novel such as their feelings, thoughts, believes, traditions, customs and so on. In addition, the learners will recognize how the characters speak and behave in their daily lives. In short, literature may be best considered as an important complement to other instructional materials used to develop the learners’ knowledge of language culture being learned.

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BIBLIOGRAPHY Bowen, T & J Marks, Inside Teaching, Macmillan 1994 Carter, R & M Long, Teaching Literature, Longman 1991 Lazar, Gillian, Literature and Language Teaching, Cambridge 1993 Widdowson, H. Stylistics and the Teaching of Literature, Longman 1975 Lazar, G. (1993). Literature and language teaching. Cambridge, UK: Cambridge University Press.

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Profile for Gabriela Palacios

Maganazine Element 2 Itinerario  

Techiques of Selecting Literature / Literature for Personal Enrichment

Maganazine Element 2 Itinerario  

Techiques of Selecting Literature / Literature for Personal Enrichment

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