Reader-response theory and ELT

Hirvela, Alan

doi:10.1093/elt/50.2.127

Cited by 53 publications

(42 citation statements)

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“…Therefore, we can have multiple interpretations rather a single correct interpretation of a text according to RRA (Amer, 2003). As cited in Amer (2003) there are different ways to implement RRA in literature classes including:  Reading Logs (Benton and Fox, 1985;Carlisle, 2000);  Response Journal (Sheridan, 1991);  Writing Prompts (Pritchard, 1993);  Critical Questioning and Writing (Probst, 1994;Hirvela, 1996);  Self-questioning (Davis,1989);  Role-play, Drama and Letter-writing (Elliot, 1990;Baxter, 1999); and  Rewriting Narratives from Another Character's Point of View (Oster, 1989) As Amer (2003) argues though SGA favors the cognitive aspect of the learners and RRA favors the affective aspect, these two approaches should not be considered as totally separate but they should both be used judiciously depending on the language ability level of the students.…”

Section:  Reader Response Approach (Rra)mentioning

confidence: 99%

Literature in EFL/ESL Classroom

Khatib¹,

Rezaei²,

Derakhshan³

2011

ELT

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This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

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Section:  Reader Response Approach (Rra)mentioning

confidence: 99%

Literature in EFL/ESL Classroom

Khatib¹,

Rezaei²,

Derakhshan³

2011

ELT

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“…Hirvela (1996) argues that this approach focuses on learner's response to the author's text. The learners would respond to what they think are the author's intentions and what are the meanings that could be derived from the text.…”

Section: Personal-response Approachmentioning

confidence: 99%

Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2

Rashid¹,

Vethamani²,

Rahman³

2010

ELT

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This study aimed to identify the approaches and strategies employed by teachers in teaching the literature component to less proficient students in Forms 1 and 2 in selected secondary schools in Kelantan, Malaysia. The study was conducted in 18 rural schools. Triangulation involving the questionnaire as the primary data and classroom observation and semi-structured interview as the secondary data was used. Findings show that the information-based approach is popularly employed by teachers, followed by moral-philosophical approach and paraphrastic approach. The findings indicate that the teaching approach is influenced by the students' inability to comprehend English language which forces teachers to spoon feed the students and use the students' mother tongue as the medium of instruction. The implication is that literature teaching with the aims of developing students' language and thinking skills and generating students' personal response and appreciation may not be achieved.

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“…Hirvela (1996) distinguishes between reader-response and personal-response approaches, stating that the latter privileges the authority of the text while the former places agency in the hands of the student. He finds that the inclusion of reader-response theory in literature based communicative language teaching strengthens such instruction.…”

Section: Synthesizing the Literature On Reader-response Theory In Thementioning

confidence: 99%

“I am no Othello. I am a lie”: A Consideration of Reader-Response Theory as Language Learning Pedagogy and Teacher Philosophy

Elsherief

2017

L & L

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This paper seeks to articulate the understanding of transactional/reader-response as theory and its use in the language classroom as both teaching philosophy and pedagogy. First, I map the terrain of reader-response theory, its history, in general, and how it has been articulated in literary studies, in particular. Next, I briefly synthesise studies that sought to empirically study reader response in the classroom and question why these inevitably fail to engage meaningfully with it -and seem to instead only result in teacher "lesson plan" ideas.

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Reader-response theory and ELT

Cited by 53 publications

References 0 publications

Literature in EFL/ESL Classroom

Literature in EFL/ESL Classroom

Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2

“I am no Othello. I am a lie”: A Consideration of Reader-Response Theory as Language Learning Pedagogy and Teacher Philosophy

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