Group 2
PARAPHRASTIC
APPROACH
DEFINITION
Rosli (1995)
This approach is suitable for
beginners of the target language as
it acts as a stepping stone in
formulating original assumptions of
the author’s work.
It is teacher-centred (Hwang &
Embi, 2007).
Paraphrastic approach is primarily
paraphrasing and rewording the
text to simpler language or use
other languages to translate it
(Divsar, 2014).
Historical Developments
Roots tracing back to Quintilian's era (35-
100 AD) when students were asked to
paraphrase fables and poems (Arrington,
1988)
Paraphrastic approach has recently
regained popularity in teaching
literature, particularly in EFL
contexts.
The paraphrastic approach is
especially relevant in English for
Academic Purposes (EAP) contexts,
(Esain, 2017).
The paraphrastic approach in teaching
literature has been widely used in
various educational contexts:
Malaysian Secondary Schools
Instructors teaching Philippine
Literature at Bukidnon State
University
Malaysian ESL (English as Second
Language) Classroom
PRIMARY CONCEPT
Paraphrastic approach revolves around
enhancing comprehension through
rephrasing.
Not only aids in grasping complex
literary works but also fosters critical
thinking and personal engagement
with literature.
(Hwang & Embi, 2007)
Activities for this approach:
the teacher re-tells the story or a poem
using simpler language
the use of translation using other
mother tongues reading paraphrased
versions
notes provided in the workbook or by
the teacher
Teachers' choice of approach was
influenced by different factors (Divsar,
2014).
knowledge of methodology and
literature
teaching experience and
students' language proficiency
Challenges in literature teaching includes
lack of facilities, technology, and
appropriate classroom environments
(İngiliz Edebiyatı et al., 2019).
Teachers often resorted to spoon-feeding
information and using students' mother
tongue. These practices may hinder the
development of students' language skills,
critical thinking, and personal engagement
with literature (Rashid et al., 2010).
In the case of the Malaysian ESL (English as
Second Language) classroom, some
students may be weak in English. Their
understanding and comprehension of a
particular literary text may be impeded
due to low language proficiency.
Strategies
The paraphrastic approach
employs several strategies
to enhance understanding,
particularly in language
learning and literary analysis.
1. Retelling the text: The teacher tells the
story again, using easy words, to make
sure students grasp what happened in
the story.
2. Explaining the story in simple terms: The
teacher breaks down the story using
simple language, so students can better
understand the key ideas.
3. Talking about what the author says:
The teacher explains the meaning behind
the author's words, helping students think
about the deeper messages in the text.
4. Getting students to tell the story:
Students are asked to explain the key
events of the story in their own words,
helping them remember it better.
5. Translating into the first language: The
teacher or students translate the story
into their native language to help them
fully grasp the meaning.
6. Reading paraphrased notes: The
teacher provides simpler notes about the
story, so students can follow along
without struggling with difficult language.
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