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Background:
M. D. Pereira's study highlights the traditional bifurcated approach in Singaporean schools, where English Language and Literature are taught distinctly. This pedagogical strategy often leads students to perceive grammar as a set of detached rules for rote learning rather than a cohesive framework integral to understanding textual meaning.
Objective:
This research investigates whether an integrated curriculum that bls English Language instruction with Literature could foster improved narrative writing skills among secondary school students in Singapore.
Participants:
The study involved 950 Grade Seven students from four distinct secondary schools across Singapore.
:
In the integrated curriculum, literary texts serve as foundational elements for demonstrating how vocabulary, grammar, and narrative techniques contribute to meaning-making within literature. Students are encouraged to compreh these conventions through analyzing the literature text before applying them in their own narratives. The explicit teaching of grammatical concepts, narrative structure, and the components of a good story is provided, illustrating how specific language choices can influence reader perception. To highlight the impact of sentence construction on narrative flow and reader engagement, model texts undergo structural alterations which are then contrasted with original versions to emphasize differences in reader response.
Data Collection:
The research encompasses students' historical academic performance, pre- and post-writing assessments, exit surveys from students involved in the experimental group, semi-structured interviews with educators teaching in both groups, observations of classroom dynamics involving small experimental group sessions, field notes documenting practical lessons, and teachers’ reflective written remarks.
Key Findings:
The study found a statistically significant difference in narrative writing improvement between the experimental integrated curriculum group compared to the control group. Moreover, the effect size for boys within the experimental group was observed to be notably larger than that of girls.
Implications:
M. D. Pereira suggests that integrating English Language education with Literature could serve as an effective strategy for enhancing narrative writing skills among secondary school students in Singapore, offering a multifaceted approach that bridges language learning and literary appreciation.
Original Source:
This information is adapted from M. D. Pereira's article published in the English in Education journal 2010, volume 44, issue 3, pages 231-251.
Acknowledgement:
The detls provided are a refined version of the original source content, mntning fidelity to its core findings and implications while enhancing clarity and structure for improved comprehension.
This revised text emphasizes key detls from Pereira's study with an m to enhance , relevance, and context. It provides a comprehensive overview that captures the essence of the research conducted by M. D. Pereira on the effectiveness of integrating English Language instruction with Literature curriculum in fostering narrative writing skills among secondary students in Singapore.
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Integrated English Literature Curriculum Enhanced Narrative Writing Skills Singaporean Secondary School Students Improved Language and Literary Understanding Gender Difference in Educational Effectiveness Effective Teaching Strategy for Writing Improvement