Placing the Meaning of Metaphors in a Wider Sociocultural Context : Enquiring into EFL Learners’ Literary Competence

Exploring Efl Learners’ Literary Competence Through Their Critical Stance in Reading Narrative

“…As the readers read the text through, they at the same time make a serious thought in a form of critical self-reflection and evaluation -an activity of which the readers need to consider the hidden ideology that might be found when relating the text with their own sociocultural experiences. The involvement of refection and evaluation seems to validate that EFL learners are able to employ their literary competence in terms of situating the text in a wider sociocultural scope (Prasasti, 2020) and provide critical written responses as the outcome of their critical reading (Suarcaya & Prasasti, 2017).…”

“…EFL learners should be given an opportunity to explore their critical reading ability to be able to relate the text with their social, cultural, and personal values they hold (Park, 2011;Suarcaya & Prasasti, 2017). In her study, Prasasti (2020) argues that EFL learners are managed to read a literary work critically by applying their literary competence, particularly by placing the meaning of certain figurative language in wider sociocultural contexts. Critical reading can be applied in a reading class employing a literary text, as such a text may serve as a sphere for readers to do a selfreflection (Dewi, 2021).…”

Interpreting Deconstructed EFL Teacher Roles

“…The ideology is most possibly hidden behind the transcendental signified, a term denoting a fact which is considered to be a single truth (Kincheloe, 2008). Such transcendental signifieds as "women stay at home while men work outside" and "maintaining root culture while at the same time embracing host culture" are considered to be facts, then are accepted as truths (Prasasti, 2020;Suarcaya & Prasasti, 2017). These mentioned transcendental signifieds are characterised by the existence of a binary oppositionstay at home versus work outside and maintaining root culture versus embracing host culturein a text (Tyson, 2006).…”

Probing Learners' Critical Reading : Reader-Response Activities in an EFL Context

“…Accordingly, as interpretation in readers' responses is fundamentally personal (Lewis, 2000), readers' personal experience and emotion will affect their responses to the texts they read. In her study, Prasasti (2020) argues that EFL learners situate their interpretation of certain metaphors found in a reading text in particular sociocultural contexts one of which is the learner's own sociocultural experience. Not only does interpretation concern with revealing the hidden meanings of symbolic language, but it also deals with the texts themselves as poetic texts that become the sites where readers' imagination, experience, understanding, and emotions can uniquely be active (Feldman, 2000) based on how they relate the personal experience they have in mind and what happens in the texts.…”