izah found that the problem of rote learning still evident in Brunei Government schools.
‘Many primary pupils have found it difficult to respond freely and easily when writing in response to an imposed topic. Thus, some teachers drilled their pupils using rote learning strategy to ensure that their pupils will be able to reproduce a piece of organised and accurate writing with appropriate content.’ (Azizah, 2007: p1)
Learners have difficulty in expressing their thoughts about their writings as they have limited vocabulary due to inadequate amount of exposure to reading. It should be noted that reading is not a practiced culture at homes and is scarcely practiced in schools, especially in the upper primary. Based on observations and past teaching experiences, reading aloud to children was observed to be only practiced in some schools and greater emphasizes was on Sustained Silent Reading (SSR). It should be noted that the value of SSR is highly conditional upon effective implementation by the teachers. It also appears that the practice of SSR is diminishing since the advent of the new phonics approach. As a result RELA (Reading and Language Acquisition Approach) reading based programme keyed towards ‘whole language’ approach, is being completely replaced by the phonics approach implemented in the new SPN 21curriculum. As a result, children in schools are deprived from the opportunity to gain meaningful exposure and experiences of written literature and modelling of the language used in literature.
Therefore it is a trend that children often tend to repeat sentences several times and follow the same pattern of writing throughout the entire prose. Thus this situation puts the learners at a severe disadvantage because reading is one of the primary gateways to development in vocabulary and grammar. Readers (including L2 learners) acquire knowledge about language incidentally through reading (Krashen, 2004 cited in Hedgcock and Feriss, 2009), which means through reading, learners’ vocabulary and grammar are developed and these are vital in the writing process.
Therefore the reason for investigating the use of this literature in this study is to see if these pupils are able to learn new vocabulary words and use them in their writing. It is also explore if children are able to imitate the authors’ styles of writings and use their own creativity and imagination in producing good quality writings.
Purpose of the Study
This study is a Case Study. The purpose of this study is to investigate the influence of children’s literature on children’s writings in a Year 5 class. The specific aims of this study are;
To explore how literature can be taught in the classroom using the Read Aloud Strategy.
To examine how learners write after exposing them to literature.
To investigate learners’ perceptions about the use of literature in their writing.
Research Questions
The following research questions are used to develop this study:
How can literature be used in the classroom?
How do the children write by drawing on the literature?
What are the children’s perceptions on the influence of literature in their writings?
Significance of the Study
The study is significant for the following reasons:
It can cast some light on th
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。