Reading logs: an application of reader-response theory in ELT

ELT Journal ◽  
2000 ◽  
Vol 54 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Anthony Carlisle
Keyword(s):  
Reader Response ◽  
Response Theory ◽  
Reader Response Theory

Towards a Culturally Situated Reader Response Theory

2012 ◽  
Vol 43 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Wanda Brooks ◽  
Susan Browne
Keyword(s):  
Reader Response ◽  
Response Theory ◽  
Reader Response Theory

scholarly journals Female Readers as Literary Critics: Reading Experiences of Kano Market Romance Fiction

2021 ◽  
Vol 2 (1) ◽  
pp. 34-45
Author(s):  
Haruna Alkasim Kiyawa
Keyword(s):  
Reader Response ◽  
Social Transformation ◽  
Empirical Support ◽  
Response Theory ◽  
Reader Response Theory ◽  
Romance Novels ◽  
Romance Fiction ◽  
Romance Genre ◽  
Traditional Marriage

This paper aims to explore the female readers reading experiences, views and feelings of Hausa romance novels found in most of the northern part of Nigeria. This article also examines some criticism and accusations against the readership and content of the Hausa romance genre. The study applied the Transactional Reader-Response Theory of Rosenblatt’s (1978) as guide by selecting 7 female readers within the age ranges between 22-26 years from 2 book clubs to participate in the study. The findings revealed that all the readers individually were able to reveal their varied responses, beliefs, and experiences on the value of the romance novels which challenged the assertion made by the literary critics and traditional society that the books have no relevance in their life activities which supported their arguments and personal interpretive reading stance towards the Hausa romance genre. The finding yielded four themes were emerging: (a) promoting literacy development; (b) resistance to the traditional marriage system in society; (d) enlightening females on social inequality. These findings provided empirical support for the application of the Transactional Reader-Response Theory of Rosenblatt (1978) outside classroom contexts to understand the role of African romance novels towards female social transformation.  

Hermeneutics and Postmodernism: Can We Have a Radical Reader-Response Theory? Part II

1995 ◽  
Vol 31 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Paul R. Noble
Keyword(s):  
Reader Response ◽  
Thomas Kuhn ◽  
Careful Study ◽  
Response Theory ◽  
Alternative Account ◽  
Reader Response Theory

The flaws in Fish's hermeneutics that were diagnosed in Part I (it is now argued) are consequences of his underlying epistemology. This is a version of anti-foundationalism which claims that facts are the product of interpretation; but a careful study of how this issue is handled by N. R. Hanson and Thomas Kuhn shows that Fish's epistemology is fundamentally unsound. An alternative account of the fact-interpretation relationship is then proposed, and the outline of an objectivist, readerindependent hermeneutics are sketched. This is further developed by showing how a common argument against objectivism (based on the historical situatedness of reason and knowledge) may be refuted.

The Bible and the Reader's Response

2003 ◽  
Vol 7 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Mark A. Pike
Keyword(s):  
Reader Response ◽  
Holy Spirit ◽  
Spiritual Development ◽  
Literary Work ◽  
Response Theory ◽  
Biblical Hermeneutics ◽  
Reader Response Theory ◽  
The Bible ◽  
The Holy Spirit ◽  
The Individual

Reader response theory, the broad range of literary perspectives which place emphasis upon the role of readers and their responses to texts, has contributed important insights to biblical hermeneutics and to pedagogy in literature education. Yet reader response theory does not appear, as yet, to have had as significant an influence as it might upon the way we teach individuals to read and respond to that most important of texts, the Bible. It is proposed in this article that Rosenblatt's transactional theory of the literary work offers valuable insights that can be applied to both the reading of the Bible and also how it can be taught in a range of contexts, in Christian and state schools, as well as in churches. Consequently, pedagogy informed by Rosenblatt's reader response theory may offer us a biblical use of the Bible as it can foster the spiritual development of readers by enabling them to engage with Scripture at a deeply personal level. It is suggested that Bible teaching must be responsive to the individual and to society but must, most of all, be responsive to the Holy Spirit.

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