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  • Title
  • DECLARATION
  • CERTIFICATE
  • DEDICATION
  • ACKNOWLEDGEMENT
  • List of Tables and Figures
  • List of Abbreviations
  • CONTENTS
  • 1 Introduction
  • 2 A Historical Survey of Various Methodological Theories and Attempts in the Field of Teaching English as a Second Language
  • 2.1 Introduction
  • 2.2 The Concept of Method
  • 2.3 Development of Language Teaching
  • 2.3.1 Antiquity and the Middle Ages
  • 2.3.2 The Renaissance
  • 2.3.3 The Seventeenth and Eighteenth Centuries
  • 2 3.4 The Nineteenth Century
  • 2.3.5 The Twentieth Century
  • Table 2.1 Kinds of Communicative Syllabuses
  • Table 2.2 Change and Innovation in Language Teaching: 1830 - 1998
  • 2.4 Approaches to Language Teaching
  • 2.4.1 Thr Traditional Approach
  • 2.4.2 The Commuriicative Approach
  • Fig. 2.1 Traditional and Communicative Approaches Compared
  • 2.4.3 The Humanistic or Psychological Approach
  • 2.5 Types of Methods
  • 2.5.1 The Grammar-Translation Method
  • Theoretical Assumptions and Objectives
  • Teaching Techniques
  • Assessment
  • 2.5.2 The Direct Method
  • Theoretical Assumptions and Objectives
  • Teaching Techniques
  • Assessment
  • 2.5.3 The Audiolingual Method
  • Theoretical Assumptions and Objectives
  • Teaching Techniques
  • Assessment
  • 2.5.4 The Silent Way
  • Theoretical Assumptions and Objectives
  • Teaching Techniques
  • Assessment
  • 2.5.5 Community Language Learning
  • Theoretical Assumptions and Objectives
  • Teaching Techniques
  • Assessment
  • 2.6 Conclusion
  • Notes
  • 3 Relevance of Literature to TESL Classes at the Under-graduate Level
  • 3.1 Introduction
  • 3.2 The Controversy
  • 3.3 Arguments for Literature
  • 3.3.1 Literature Supports and Enriches the Learners Knowledge ofthe Language System
  • 3.3.2 Literature Exemplifies Language Use
  • 3.3.3 Literature Enlivens the Process of Learning
  • 3.3.4 Literature Provides Access to the Culture of the Target-LanguageSpeaking Community
  • 3.3.5 Literature Develops Creativity among ESL Learners
  • 3.3.6 Literature Paves the Way for Literary Studies
  • 3.3.7 Literature Develops Intellectual, Humanistic, Moral and AestheticPerceptions
  • 3.4 Arguments against Literature
  • 3.4.1 Learning Literature Calls for Linguistic Competence
  • 3.4.2 Literature Disrupts the Utilitarian Objectives of Language Learning
  • 3.4.3 Literature Disrupts the Process of Language Learning
  • 3.4.4 Literature Ignores Contemporary Language
  • 3.4.5 Teaching of Literatlire does not Lead to Linguistic Competence
  • 3.5 Relevance of Literature
  • 3.5.1 Review of the Arguments in favour of Literature
  • 3.5 2 Review of the Arguments against Literature
  • 3.6 Conclusion
  • Notes
  • 4 A Survey of Contemporary Practices in the Under-graduate TESL Classes in India
  • 4.1 Introduction
  • 4.2 Questionnaires and their Administration
  • Fig. 4.1 Distribution within Students Population
  • 4.3 Aspects of the Questionnaires and the Trends Noticeable in them
  • Fig. 4.2 Distribution within Teacher Population
  • 4.4 Approaches Underlying the Trends and their Disadvantages
  • Fig. 4.3 Relative Representation of Key Aspects in Contemporary Practices in Teaching Literature
  • Fig. 4.4 Factors Identified by Teachers as Delimiting Contemporary Practices in Teaching Literature
  • 4.4.1 We Perceive Literature as Message
  • 4.4.2 We Perceive Literature as Factual Data
  • 4.4.3 We Perceive Literature as Discipline
  • Fig. 4.5 Relationship between Disciplines and Subjects
  • 4.5 Stylistic Approach: An Alternative Approach to the Teaching of Literatureand its Advantages
  • 4.5.1 It Is Language Oriented
  • 4.5.2 It Guides in the Selection of Literary Texts
  • 4.5.3 It Benefits both the Early Leavers and the Advanced Learners
  • 4.5.4 It Helps in Literary Appreciation
  • 4.5.5 It Respects the Essential Nature of Literary Communication
  • Fig. 4.6 Normal Communication Situation
  • Fig. 4.7 Literary Communication Situation
  • 4.6 Conclusion
  • Notes
  • 5 A Detailed Explanation and Definition of the Stylistic Concepts Relevant to our Theory of Teaching Literature
  • 5.1 Introduction
  • 5.2 Foregrounding
  • 5.2.1 Factors Contributing to Foregrounding
  • 5.2.2 Kinds of Foregrounding
  • Fig. 5.1 Bob Cowleys. talons: A Special Paradigm
  • Fig. 5.2 gripped the. chords: A Special Paradigm
  • Fig. 5.3 black. chords: A Special Paradigm
  • 5.2.3 Coherence of Foregrounding
  • 5.3 Linguistic Deviation
  • Fig. 5.4 The Collocational Oddity of Who (the wind) chariotest. seeds.
  • 5.3.1 Kinds of Deviation
  • Fig. 5.5 Tripartite Model of Linguistic Components
  • 5.3.2 Interpretation of Deviation
  • 5.3.3 Conclusion
  • 5.4 Parallelism
  • 5.4.1 Effect of Parallelism
  • 5.4.2 Parallelism as Intra-textual Equivalence
  • 5.5 Coupling
  • 5.5.1 Literary Relevance of Coupling
  • 5.5.2 Coupling and Poetic Unity
  • 5.6 Arrest and Release
  • 5.6.1 Stylistic Effects of Arrest and Release
  • 5.6.2 Conclusion
  • 5.7 Topicalisation
  • 5.7.1 Devices for Topicalisation
  • 5.7.2 Literary Significance of Topicalisation
  • 5.7.3 Conclusion
  • 5.8 Cohesion
  • 5.8.1 Kinds of Cohesion
  • 5.8.2 Cohesion in Literary Texts
  • 5.9 Conclusion
  • Notes
  • 6 Practical Applications of the Proposed Methodology in Literature Classrooms
  • Fig. 6.1 Pedagogical Relevance of the Deviant Nature of Literature as Discourse
  • Notes
  • Fig. 6.2 Philological Circle
  • 7 Conclusion
  • Notes
  • APPENDICES
  • A - Students Questionnaire
  • B - Teachers Questionnaire
  • C - Students Questionnaire: Tabulation of Responses
  • D - Teachers Questionnaire: Tabulation of Responses
  • BIBILIOGRAPHY