Presage, Context, Process And Product: Influencing Variables InLiterature Instruction In An ESL Context

The premise of this research is on the theoretical assumptions that teachers’ mentalconstructs can have significant pedagogical consequences (Clark and Peterson, 1986). Itis necessary to describe the thinking and planning strategies so that one can fullyunderstand classroom processes. National Institute of Education or NIE (1975a) cited inClark and Peterson (1986) proposed a rationale for a program of research on teachers’thoughts and processes. They assert that innovation in the contexts, practices andtechnology of teaching be mediated through the minds and motives of teachers. Asteachers are able to understand and observe (thought processes) classroom behavior,student’s cognitive processes, students’ level of capability and ability and students’ inertinterest and motivation, they can steer and adjust the classroom learning processaccording to the needs of the students. The success of any learning and teaching situationwill depend a great deal on the teachers (Safiah Osman, 1992). Improving the ability ofstudents to understand what they read is a never-ending process. Based on the theoreticalpremise and the consensus of views of other researchers, teachers’ thought processeshave significant pedagogical consequences. The purpose of this research is to investigatesystematically and empirically the teachers’ level of belief, background knowledge,attitude and perception towards literature and literature teaching, the extent of theinfluence of student factor and evaluation factor on literature teaching, the forms ofteaching; student centered or teacher centered.