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|Title||A Suggested Responding Approach for Teaching Poetry to Junior English Students at the IUG|
This dissertation introduces a suggested approach to teaching poetry. It consists of Five chapters. Chapter One involves an introduction for the study in which the researcher writes about present reality of English language teaching in theGazastrip , modern attitudes towards teaching English, poetry teaching in our universities and an alternative technique for teaching poetry. After that, statement of the problem is given. This is followed with the questions of the study, definition of terms and the limitations of the study. Shortcomings comes at the end of the chapter. Chapter two begins with the theoretical framework for the suggested approach; a review of the previous studies follows. The review is divided into two sections: overview of literature usage in language teaching process and Review of using reader response in teaching literary works. Chapter Three is the methodology of the study. In the methodology, the researcher writes about the population and the sample of the study, used tools, and the procedures. The sample of the study is (39) female students who are enrolled to 2006/2007 summer course. Concerning the tools, the researcher uses two tools in this study: a checklist of Content Elements and a checklist of Technical Skills. Finally, this chapter ends with an analysis of the findings of the study which shows that: Overall availability of Content items in learners’ responses is (77.4%) and the percents of their presence vary between (53.58% - 94.78%). Overall availability of technical items in learners’ responses is (59.46%) and the availability rates of grammar, punctuation, and writing skills vary between (76.56%), (52.95%) and (42.56%) respectively. Statistical difference related to some contents items are found between pre and the post experiment in learners' responses. Furthermore, differences are found in the checklist as whole. These differences are in favor of post experiment. However, no statistical differences are found in the others. Statistical differences related to the technical items are found between the pre and the post experiment in grammar, punctuation, writing skills and in the checklist as whole. These differences are in favor of post experiment Chapter Four is devoted to introducing the approach. It consists of three pillar: eclectic use of the theories of criticism, making use of the approaches for teaching literature and using an effective teaching aid or technique which helps achieve the goal of the lesson. In the light of that, the researcher sheds light on some of the theories and approaches from which the suggested approach emerges. In this part, the researcher introduces the assumptions of the theories that intersect with reader response theory and the assumptions of literature approaches. This is followed with the importance of eclectic use of theories and approaches. After that, a delineation of the checklist items is made. Finally, rational behind involving each item in the checklist is made. In chapter five, the researcher applies emerging approach on Cecil Harrison's poem" The War is Never Over". The application of the approach is performed to prove the replicability of the approach. During that application another technique is used. Next, in the light of the study, the researcher introduces recommendations for: learners, teachers, the university system and further studies.
|Publisher||the islamic university|
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