Arab World English Journal (AWEJ) Volume 12. Number2 June 2021 Pp.83- 92
Teaching Short Stories through the Use of the Reader-Response Theory: Second-Year Students at Dr. Moulay Tahar University-Saida
Department of English Language and Literature
Saida University, Algeria
Received: 3/9/2021 Accepted: 5/30/2021 Published:6/24/2021
The Reader-Response Theory considers the learner as an active participant in extracting meaning from a literary work depending on his/her prior experience. Teaching literature critically allows the reader to create a sense, and compare the previous experience with the written text. Second-year students cannot decode and scrutinize a short academic text, which unveiled that they are unaware of the different types of readings. The research question arises in this vein is: To what extent does the Reader-Response Theory contribute to the development of the EFL students’ skills? The piece of work aims at introducing and applying the Reader-Response Theory to teaching short stories to second-year university students. The current study was conducted on students taught by the teacher-researcher at Dr. Moulay Tahar University-Saida, Algeria. A questionnaire, observation, and the analysis of students’ written assignments employed in the present work for the overarching aim of gathering data in a timely period. Yet, the results revealed that after implementing this approach, EFL students become aware of how to undertake an academic written piece. It also reinforces their thinking skills, and boosts their creativity.
Keywords: critical theory, second-year university students, short stories, teaching, the Reader Response Theory
Cite as: BOUBEKEUR, S. (2021). Teaching Short Stories through the Use of the Reader-Response Theory: Second-Year Students at Dr. Moulay Tahar University-Saida.
Arab World English Journal, 12 (2) 83- 92.
Burn, A. (2005). Doing action research in English language teaching. New York: Routledge.
Karolides, N. (2000). Reader-Response in secondary and college classroom (2nd ed.). London & New Jersey: Lawrence Erlbaum Associates.
Mart, C. (2019). Reader-response theory and literature discussions: A springboard for exploring literary texts. Available at: https://www.researchgate.net/publication/334605167_Reader-Response_Theory_and_Literature_Discussions_a_Springboard_for_Exploring_Literary Texts (Accessed on 31st May 2021)
Ningrum, C. (2018). The use of reader-response theory to teach reading narrative text for tenth graders of senior high school. Retain, 6(1), 95-103. Available at: https://core.ac.uk/download/pdf/230779075.pdf (Accessed on 31st May 2021).
Rosenbaltt, L. (1960). The Reader’s role. The English Journal, 49(5), 304-316.
Rosenbaltt, L. (1982). The literary transaction: Evocation and response. Theory into Practice, 21(4), 268-277. HTTP://dx.DOI.org/10.1080/00405848209543018
Rosenbaltt, L. (2000). Writing and Reading: The Transactional Theory. New York: Bolt Beranek and Newman INC.
Rosenbaltt, L. (2005). Making meaning with texts: Selected essays. Portsmouth: Heinemann.
Schmidt, J. (2002). Practicing critical thinking through inquiry into literature. In J. Holden, & J. Schmidt (Eds.), Inquiry and the literary text: Constructing discussions in the English classroom (Vol. 32, pp. 104-112). Classroom Practices in Teaching English Series, National Council of Teachers of English.
Spirovska, E. (2019). Reader-response theory and approach: Applications, values and significance for students in literature courses. SEEU Review, 14(1), 20-35. HTTP// dx. DOI: 10.2478/seeur-2019-0003
Yang, A. (2002). Science fiction in the EFL class. Language, culture and curriculum, 15(1), 50-60. HTTP//dx.DOI.org/10.1080/07908310208666632
Wolfgang, I. (2000). Prospecting from Reader Response to literary anthropology. London: The Johns Hopkins University Press.