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.
This article presents the findings of a corpus based research that investigated Malaysian ESL learners' use of modals in two written tasks. The aim of the study was to investigate the distribution and functions of modals used in the students' writing. The research design comprised a qualitative technique through discourse analysis supplemented with some descriptive statistics derived from a concordancer which identified modals used by the students at two different levels. The findings showed that the preferred modals for the two levels are modals can, will and could which were used to express ability and certainty. Modals of probability/possibility showed lower frequencies of use in the writing. Also, students at the lower level were less competent in using past form modals as compared to those at the higher level. This study indicates that the students were able to perceive the conceptual meaning of each modal and their communicative function.
The past decade has viewed the important role literature plays in enhancing the learning process among students in Malaysian English classrooms. However, most English teachers in particular are not prepared to teach literature due to the lack of training and exposure on the subject. This paper seeks to explore the ways teacher trainees from one teacher training institute attempt to provide multiple responses on two Malaysian short stories through verbal discourse. This qualitative study uses the transcripts from the audio recorded discussion among dyads to analyze the ways subjects respond to two short stories. Using a constant comparative method, recurring themes were lifted based on Newell's (1996) typology of responses. The findings of this study revealed that the subjects used four different types of responses, namely associations, interpretation, personal response and evaluation. These responses describe the subjects' maturity in relating their understanding of the literary texts besides the capability of making critical judgments and rationalization.
This qualitative study examines twenty-five preservice English language teachers' reflective level in their reading of literary texts. 189 weblog entries were analysed. The five levels of reflection identified were Identification, Association, Integration, Analysis, and Transformation, with Identification and Association levels considered a 'surface learning' while the remaining three as 'deep learning'. The results indicated while the percentage of reflection at all levels was almost equally distributed, the combined percentage of the 'deep learning' constituted almost seventy percentage of the total number of weblog entries. This outcome indicated that weblogs were useful for reflection of reading literary texts.
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