ASSIGNMENT

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HBEL 3403
TEACHING OF LITERATURE
JANUARY 2017 SEMESTER
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INSTRUCTIONS TO STUDENTS

1. This assignment contains only ONE (1) question that is set in the language of the printed module for the
course.

2. Answer in English.

3. Learners are to submit assignment only in MS-WORD format unless specified otherwise. Please refrain from
converting text/phrases into picture format such as .gif / .jpeg / print screen / etc.

4. Download the language version of the assignment template concerned from the myINSPIRE for preparation
and submission of your assignment. Your assignment should be typed using 12 point Times New Roman font
and 1.5 line spacing.

5. Your assignment should be between 2500 to 3000 words excluding references. Do not copy the assignment
question and instructions to your answer. Only assignment answer developed within the approximate word
limit will be assessed. The number of words should be shown at the end of your assignment.

6. You must submit your assignment ONLINE via the myINSPIRE . Refer to the portal for instructions on the
procedures to submit your assignment online. You are advised to keep a copy of your submitted assignment
and proof of the submission for personal reference.

7. You can submit your assignment ONCE only in a SINGLE file.

8. Your assignment must be submitted between 6th March 19th March 2017. Submission after 19th March
2017 will NOT be accepted.

9. Your assignment should be prepared individually. You should not copy another persons assignment. You
should also not plagiarise another persons work as your own.

10. Please take note that PENALTY will be imposed on late submission of assignment as specified in the
Registrars Office circular 6/2012 (Refer to Registrars Announcement in myVLE).

11. Please ensure that you keep the RECEIPT issued upon submisson of your assignment as proof of submission.
Your assignment is considered as NOT submitted if you fail to produce the submission receipt in any dispute
arises concerning assignment submission.
EVALUATION

This assignment accounts for 40% of the total marks for the course and shall be assessed based
on the Rubrics or Answer Scheme attached.

You would be given feedback on the assignment before the Final Semester Examination
commences.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a similarity check. If plagiarism
is detected, marks would be deducted as follows:

No. Similarity Percentage (%) Marks Deduction (%)

1. 0 30 120 0
2. 30.01 50 122 5
3. 50.01 70 124 10
4. 70.01 - 100 126 100

Assignments found to have similarities under any of the categories above; will not be entitled to
apply for appeal. For learners who fall into the 70.01-100 similarities group, the access for online
appeal for assignment remarking of the subject will be disabled from the appeal options.
 ASSIGNMENT QUESTION

INTRODUCTION: INSTRUCTIONAL PRACTICES IN TEACHING LITERATURE:

OBSERVATION OF ESL CLASSROOMS IN MALAYSIA

1. This assignment requires you to read an article and reflect on the ideas and issues it raises
before completing the given tasks.

2. The required reading (in PDF) can be downloaded from your course myINSPIRE:

Sidhu, Gurnam Kaur & Chan, Yuen Fook. (2010) Instructional Practices in Teaching
Literature: Observation of ESL Classroom in Malaysia. English Language Teaching.
Vol. 3, No. 2: 54 63.

TASKS: After reading the article, complete the following tasks.

1. Savvidou (2006) notes that Carter and Long put forward three main approaches used to
teach literature, i.e. The Cultural Model, The Language Model and The Personal Growth
Model. (p. 55)

Which one of the three is the most appropriate in the Malaysian classroom? Why?
Explore reasons for the appropriateness of your selected approach within the context of
literature-teaching in Malaysian classrooms by emphasising its positive impact on the
teaching and learning process.
[10 marks]
2. Literature is often said to be the window to the world. It is a product of cultures that
has a compendious store of information through which learners can gain insights as to the
history, traditions and conventions of the target language (Carter & Long, 1991a). More
importantly, literature puts learners in touch with a range of emotional experiences and
expressions that encourages self-reflection and the education of the whole person. (p.
54)

Based on your experience as a language teacher or/and learner, describe an activity that
has effectively been used in the classroom to help learners gain insights into the world of
multicultural experiences reflected in literature. Explain why this particular activity is
deemed effective by focusing on how it promotes language learning through literature.
[15 marks]

3. Brumfit (1986) points out that literature, as resource in the ESL classroom is quite
useless as many of the second language learners do not possess the necessary linguistic
and literary competency to handle the texts. Carter & Long (1991b) added that cross-
cultural differences along with the insufficient cultural knowledge of the target culture
also lend a hand in the poor comprehension and appreciation of the text. (p.55)

Relate these statements with your own explanation either as a language teacher or learner.
Discuss the extent to which they are true in the Malaysian language classroom. Also
explain how teachers in general can help to overcome this problem. In other words,
discuss how teachers can help learners benefit from learning literature so that their
language learning can be enhanced.
[15 marks]

[Total: 40 marks]
 Assignment Rubrics

Missing Max
Low Fair Above average Excellent
Item Marks
Criteria Weight
0 1 2 3 4
Question 1 2.5 There is no Lacks clarity and Moderate level of clarity Sufficient level of Very clear and 10
discussion on the focus with and focus with some clarity and focus in focused with
Discussion on ONE selected insufficient details on descriptions on the ONE discussion on the detailed descriptions
the approach approach: The the ONE selected selected approach: The ONE selected on the ONE selected
that works Cultural Model, approach: The Cultural Model, The approach: The approach: The
best in the The Language Cultural Model, The Language Model and Cultural Model, The Cultural Model, The
Malaysian Model and The Language Model and The Personal Growth Language Model and Language Model
classroom Personal Growth The Personal Growth Model, and its suitability The Personal Growth and The Personal
Model, and its Model, and its within the Malaysian Model, and its Growth Model, and
suitability within suitability within the classroom. suitability within the its suitability within
the Malaysian Malaysian classroom. Malaysian classroom. the Malaysian
classroom. classroom.

Description on Description on the Description on the Description on the Description on the

the usefulness of usefulness of the usefulness of the usefulness of the usefulness of these
the approach is approach approach approach is sufficient. strategies is clear
missing. is insufficient. is somewhat sufficient. and relevant.

The answer has Poor language use. Fair language use. Some Good language use. Excellent use of
no relevance. Many grammatical grammatical errors but Few grammatical language. Very few
errors which may meaning is conveyed errors but meaning is grammatical errors
impede meaning. fairly. An average range conveyed clearly. A and meaning is
Very limited range of of vocabulary is used. good range of conveyed very
vocabulary is used. vocabulary is used. clearly. A wide
range of vocabulary
is used.
 Missing Max
Low Fair Above average Excellent
Item Marks
Criteria Weight
0 1 2 3 4
Question 2 3.75 There is no Lacks clarity and Moderate level of clarity Sufficient level of Very clear and 15
discussion on an focus with and focus with some clarity and focus in focused with
Discussion on activity that helps insufficient details on descriptions on an discussion on an detailed descriptions
how a activity learners gain an activity that helps activity that helps activity that helps on an activity that
can help insights into the learners gain insights learners gain insights learners gain insights helps learners gain
learners gain world of into the world of into the world of into the world of insights into the
insights into multicultural multicultural multicultural experiences multicultural world of
multicultural experiences experiences reflected reflected in literature. experiences reflected multicultural
experiences in reflected in in literature. in literature. experiences
literature literature. reflected in
literature.

Description on Description on the Description on the Description on the Description on the

the usefulness of usefulness of the usefulness of the activity usefulness of the usefulness of the
the activity in activity in promoting in promoting language activity in promoting activity in
promoting language learning learning language learning is promoting language
language learning is insufficient. is somewhat sufficient. sufficient. learning is clear and
is missing. The relevant.
answer has no
relevance. Insufficient examples A few suitable examples Suitable examples Many suitable own
from students own taken from own taken from own examples provided.
experience provided. experience provided. experience provided.

Poor language use. Fair language use. Some Good language use. Excellent use of
Many grammatical grammatical errors but Few grammatical language. Very few
errors which may meaning is conveyed errors but meaning is grammatical errors
impede meaning. fairly. An average range conveyed clearly. A and meaning is
Very limited range of of vocabulary is used. good range of conveyed very
vocabulary is used. vocabulary is used. clearly. A wide
range of vocabulary
is used.
 Missing Max
Low Fair Above average Excellent
Item Marks
Criteria Weight
0 1 2 3 4
Question 3 3.75 There is no Lacks clarity and Moderate level of clarity Sufficient level of Very clear and 15
discussion on the focus with and focus with some clarity and focus with focused with
Discussion on impact of insufficient descriptions of the relevant details on the detailed descriptions
the impact of learners lack of description of the impact of learners lack impact of learners of the impact of
learners lack proficiency, impact of learners of proficiency, cultural lack of proficiency, learners lack of
of proficiency, cultural lack of proficiency, knowledge and literary cultural knowledge proficiency, cultural
cultural knowledge and cultural knowledge competency on their and literary knowledge and
knowledge of literary and literary performance in their competency on their literary competency
the target competency on competency on their comprehension of performance in their on their
language and their performance performance in their literary texts. comprehension of performance in their
literary in their comprehension of literary texts. comprehension of
competency comprehension of literary texts. literary texts.
on their literary texts.
comprehensio
n of literary There is also no There is also There is also some fair There is also sufficient There is also clear
texts description of insufficient description of how description of how and concise
how teachers can description of how teachers can do to teachers can do to description of
do to overcome teachers can do to overcome the problem to overcome the problem how teachers can do
the problem to overcome the maximise learning. to maximise learning. to overcome the
maximise problem to maximise problem to
learning. learning. maximise learning.

There is no Lack of justification Some justification and Sufficient justification Concrete

justification and and examples examples are provided. and examples are justification and
examples provided. provided. examples are
provided. provided.

TOTAL 40