Implementing the discourse-historical approach to literature teaching and its alignment with the personal growth model: a theoretical perspective

Abstract EN

It is a well-documented fact that the teaching of literature is commonly approached within the framework of the three major models: the cultural model, the language model, and the personal growth model (carter and long, 1991).

being the culmination of the first two, the personal growth model is regarded as the correlation of the societal and global textual message with the projection of it onto the learners‘ personal surroundings, awareness, and growth.

Wodak and Meyer's (2001) model; the discourse-historical approach (DHA henceforth), is one that outlines a set of systematic steps that can easily be integrated to the learning context.

it begins with a formalist and textual approach to analysis before moving to the contextual and integrative aspect of analyzing the text.

this paper attempts to highlight how the addition of DHA to literature analysis aligns with carter and long‘s personal growth model of teaching literature.