LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:1 January 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Pre-requisites for the Learning of Literary Theories:
An Exploratory Analysis

Dr. Intakhab Alam Khan
M.A. (English), B.Ed., M.Ed., M.Phil., Ph.D (Edu.), D. Lit (Hon.)

Abstract

The present age is popularly known as ‘modern’ and creative. It is marked by rapid changes such as globalization, cross linguistic, comparative, competitive and more importantly innovative.

There is a big difference between the classic educational methods and modern approaches. Education today emphasizes on producing to prepare open minded, dynamic, innovative and useful human resource. Knowledge alone is not enough these days rather the learner must be able to utilize the knowledge in a sophisticated manner to yield maximum output.

Therefore, along with other pedagogic and curricular dimensions, the traditional approaches to teaching literature have been replaced with modern approaches. The main task of the teacher of literature in general is to inculcate those skills that may result into productive literary thoughts based on certain theories and approaches of criticism. The present paper explores certain aspects of literary theories, its teaching and perceived difficulties in the process. It has been found that the target learners may face a lot of difficulties that arise out of many known and implicit reasons in general and weak literary background in particular. The findings will lead to further research in the area, and recommendations for latest curricular design in general and teaching strategies in particular.

Keywords:pedagogic, approaches, literary thoughts, human resource, learning difficulties.

1. Introduction

The present attempt is an analysis of the expected and perceived problems in learning of the literary theory. It argues the literary dimensions, teaching problems and some solutions to such problems in the modern socio-linguistic and pedagogic context.

The present time is the age of plurolingualism, multiculturalism, cross-linguistic communication and digital devices and programs. Education today is considered as an important mechanism and effective means to develop creative and effective human resource (Gould 1993: 148; Rao 1996: 2). Studies whatever available lay an emphasis on educational theory and practice today supports developing higher-order thinking skills of students. A due emphasis is laid on preparing students to be independent for taking logical decisions, explore and brainstorm opportunities, evaluate available resources, and arrive at solutions for crucial issues (Geertsen 2003; Ruggiero 1988; Feden & Vogel 2003; Halpern 2003). These curriculum related issues in general and pedagogies in particular aim to produce the country’s capital (students) to be competitive with the whole world. Thus, based on the need analysis, most students are facilitated by the teachers and institutions to develop innovations, creativity, assimilate and develop to cope with issue in an effective manner.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Intakhab Alam Khan
King Abdulaziz University Community College
Jeddah
KSA
ikhan1@kau.edu.sa
dr.intakhab@yahoo.com
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