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Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education

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  • Eliana Garzon
  • Harold Castaneda-Pena

Abstract

This article presents the pedagogical implementation of the reader-response theory in a class of English as a foreign language with language pre-service teachers as they experience the reading of two short stories. The research took place over a 16 week period in which students kept a portfolio of their written responses to the stories. Participants also discussed their interpretations in class. The core constructs of this study are the reader-response theory, the use of literature in English as a foreign language classes and its relation to critical thinking. Results showed that the application of tasks based on the reader-response theory encourages a meaning seeking process as well as the development of higher order thinking skills in future language teachers.

Suggested Citation

  • Eliana Garzon & Harold Castaneda-Pena, 2015. "Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education," English Language Teaching, Canadian Center of Science and Education, vol. 8(8), pages 187-187, August.
    • Handle: RePEc:ibn:eltjnl:v:8:y:2015:i:8:p:187
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    References listed on IDEAS

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    1. Radzuwan Ab. Rashid & Malachi Edwin Vethamani & Shireena Basree Abdul Rahman, 2010. "Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2," English Language Teaching, Canadian Center of Science and Education, vol. 3(4), pages 1-87, December.
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