Changing Business as Usual: Reader Response in the Classroom

Sheridan, Daniel P.

doi:10.2307/377823

Cited by 7 publications

(5 citation statements)

References 9 publications

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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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“…According to Sheridan (1991), the readers must "invest themselves in the experience." That, of course, does not preclude the examination of symbolic structure, motifs, and other literary concerns.…”

Section: Reader-response Theorymentioning

confidence: 99%

Using Reader-Response Theory to Study Poetry about the Holocaust with High School Students

Totten

1998

The Social Studies

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“…However, it should be clarified that RRT was not conceived of as a language learning approach originally but it has been adapted and adopted by researchers who belong to this applied linguistics domain (see the works by Carlisle, 2000;Davis, 1989;Hirvela, 1996Hirvela, , 2001Liaw, 2001). Sheridan (1991) notes that in a reader-response classroom, the proper subject of writing is the experience of reading itself. He argues that students will benefit most when their writing helps them become better readers.…”

Section: Connections Between Theory and Literature Readingmentioning

confidence: 99%

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

Garzón¹,

Castañeda-Peña²

2015

ELT

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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.

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Changing Business as Usual: Reader Response in the Classroom

Cited by 7 publications

References 9 publications

Literature in EFL/ESL Classroom

Literature in EFL/ESL Classroom

Using Reader-Response Theory to Study Poetry about the Holocaust with High School Students

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

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