scholarly journals Application of Reader Response in Literary Pedagogy: A Case Study of English Literature Classroom at a Public Sector University, Pakistan

2021 ◽  
Vol 1 (1) ◽  
pp. 47-55
Author(s):  
Musaib Junejo ◽  
Tania Shabir Shaikh
Keyword(s):  
Public Sector ◽  
Reader Response ◽  
English Literature ◽  
Academic Excellence ◽  
Response Theory ◽  
Reader Response Theory ◽  
Teachers Training ◽  
Literary Pedagogy ◽  
Literature Classrooms

The current study aims to analyze the application of reader response theory in literature classrooms. It focuses on the potential reader response teachers at a public sector university, Pakistan and their questioning practices in classrooms based on Probst’s (1994) suggested model. Probst (1994) has given five model generic questions for reader response teachers. For this purpose a sample of three teachers of English Literature has been picked up through non probability purposive sampling method. Data is collected through recorded systematic class observation where focus was on the questions asked by the teachers. Substantial amount of literature related to reader response theory and its application in classroom is also discussed which supports the findings of this research. Through observation of teachers’ classes and analysis of data, researchers advocate the use of reader response teaching methods in literature classrooms at university level. The Study further concludes that the types of questions, teachers ask impact hugely the understanding of students. Data indicates that a classroom can only be reader response when students are given space, freedom and are encouraged to discuss and give answers of open ended questions. Study also suggests, teachers’ training and academic excellence also affect the degree to which a class can be reader response. So, it is necessary that teachers should be aware of reader response methods and the ways of its application in the classroom

scholarly journals The application of reader-response theory to teach symbolism in literature class for EFL students

2020 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Putri Rindu Kinasih
Keyword(s):  
Reader Response ◽  
English Literature ◽  
Response Theory ◽  
Reader Response Theory ◽  
Self Confidence ◽  
Efl Students ◽  
Imaginative Literature ◽  
Potential Benefits ◽  
General Meaning ◽  
Literature Class

For years, scholars believed one effective approach that can be used in teaching literature in EFL context is reader-response approach yet very limited study can be found about the application of reader-response theory in teaching symbolism. Whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight. The problem is, deciding exactly what is represented by a symbol is not an easy thing to do, though the general meaning is clear because a symbol most commonly represents something unnamed. This research aimed to find out the application of reader-response theory in teaching symbolism. This research observed 16 participants majoring in English Literature program. Within four weeks, the participants were asked to read selected poems and short stories and asked to write a reflective writing as a response. Then, the writings were assessed by using critical thinking rubric. From this research, it can be drawn that the participants’ score of symbolism interpretation were increasing by the end of the research. In other word, reader-response theory is beneficial to the improvement of students’ inadequacies in studying symbolism and offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. By the end of the research, the participants are more accustomed to express various ideas and more motivated to explore more supporting sentences to strengthen their ideas.

scholarly journals Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature

2016 ◽  
Vol 5 (6) ◽  
pp. 37 ◽  
Author(s):  
Farah Qamar
Keyword(s):  
Critical Thinking ◽  
Reader Response ◽  
English Literature ◽  
Thinking Skills ◽  
Literary Text ◽  
Critical Thinking Skills ◽  
Response Theory ◽  
Literature Study ◽  
Reader Response Theory ◽  
Theory Review

<p>Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their learning. Similarly, critical thinking is highly valuable for the study of literature as it explicitly asked for learners’ beliefs, perceptions, and judgments in order to remove the ambiguity of thought. Perfection of thought can be achieved with the use of critical thinking skills while training of mind needs interaction between literary text and the reader as literature has the capacity to achieve mental traits specified to critical thinking. Accordingly, this report presents a relationship between critical thinking skills and English literature study along with reader response theory techniques considering that without the use of critical thinking skills and reader response theory, study of literature is haphazard hence for the application of reader response theory, literary text is inevitable. In essence, I aim to highlight the effectiveness of critical thinking skills for the study of literature while emphasizing the significance of reader response theory which is also inevitable for the study of literature and for the use of critical thinking skills.</p>

scholarly journals Reader-Response Theory and Approach: Application, Values and Significance for Students in Literature Courses

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 20-35 ◽  
Author(s):  
Elena Spirovska
Keyword(s):  
Reader Response ◽  
English Language ◽  
Aesthetic Experience ◽  
English Literature ◽  
Literary Text ◽  
Response Theory ◽  
Reader Response Theory ◽  
Students Attitudes ◽  
Literature Class ◽  
Role Of The Reader

Abstract This article discusses the implementation of the reader-response theory and approach in the context of a literature course (English Literature 1) taught to students enrolled at the Department of English Language and Literature, who are preparing to be future teachers of English language. This article aims to examine the benefits and values of the reader-response theory applied in the described context, as well as potential drawbacks. The basic postulates of the reader-response theory and reader-response approach in class emphasize the crucial role of the reader on the literary and aesthetic experience when reading a literary text. The reader’s way of understanding and perceptions of a literary text, as well as the experience of the reader, influence the interaction between the reader and a text. This interaction contributes to the development of interpretation of the text and reconstruction of the ideas expressed in the text. The article examines the possible ways of implementing the reader-response theory in a literature class, including written assignments, personal responses to a literary text and in-class discussions. The research focuses on qualitative data collection and on analyzing students’ responses to these activities. Furthermore, the research aims to provide a clearer picture of students’ attitudes, observations and personal reactions when interacting with a literary text. One of the aims of the article is to provide recommendations and suggestions regarding reader-response theory application in teaching literature courses at tertiary level, in addition to designing course curricula and selecting appropriate in-class activities.

scholarly journals Using Wattpad to Promote the Students’ Responses to Literary Works: EFL College Students’ Perspectives and Experiences of Enjoying Short Stories

2020 ◽  
Vol 1 (2) ◽  
pp. 182-192
Author(s):  
Mega Anggitasari ◽  
Wawan Tarwana ◽  
R. Bunga Febriani ◽  
Syafryadin Syafryadin
Keyword(s):  
College Students ◽  
Short Stories ◽  
Reader Response ◽  
Short Story ◽  
Positive Feedback ◽  
Response Theory ◽  
Reader Response Theory ◽  
Literacy Activities ◽  
Efl College Students

This research is to investigate how EFL college students response in enjoying short stories by using Wattpad and to find out how their perception and experiences in enjoying short stories by means reading Wattpad. As interest in literacy activities, EFL college students’ choose Wattpad as an application to read short stories, Wattpad is a fairly popular and efficient application for reading short stories and can provide comments directly within the short story paragraphs and Wattpad has many advantages in promoting reader-response theory to EFL college students’ .This case study was conducted to the college students and 40 students. Three instruments covering the observation, the interview, and the questionnaire were chosen to gain the data. It was concluded that there is the positive feedback of using Wattpad as a media to learning literature similar to those previous studies, this research also focuses on Wattpad as a media to learning literature.

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.

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