Transactional Reader Response and Foregrounding Theories in ESL Classroom

Kadir, Khairul Husna Abdul; Maasum, Tengku Nor Rizan Tengku Mohamad; Vengadasamy, Ravinchandran

doi:10.1016/j.sbspro.2012.12.115

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Critical reading manifests the assumption that reading is part of social practices that implements critical stances of the readers (Macknish, 2011). Critical reading enables readers to see the text from various perspectives (Iyer, 2007), have reading experience in which the text are able to attend their feeling or memory, (Kadir, Maasum, & Vengadasamy, 2012), and 'read' the text in a wider scope; not solely from the textual context of the text. Critical reading activities functions as an arena for EFL learners to experience a critical sociopolitical process (Sharma & Phyak, 2017) and a socially constructed practice (Pearson, 2017).…”

Section: Literary Competence In Critical Readingmentioning

confidence: 99%

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

Prasasti,

Soelistjowati,

Suyadjid

2022

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Critical reading has been promoted as the objective of the reading activity in English language learning. However, previous studies have reported that reading comprehension still centres on comprehending the literal meaning and puts aside critical reading as part of their language learning activity. One of the ways to examine EFL learners’ critical reading is to enquire into their literary competence. This study, aiming at exploring the EFL university students’ literary competence from the perspective of critical reading, was conducted in one of the Indonesian private universities. The participants were required to write an essay containing their critical responses towards a literary text. Content analysis on the essay of each participant was done to explore their literary competence. The findings reveal that the participants were able to demonstrate their literary competence that felt into three categories, namely: relating the literary text to one’s experience, empathising with the literary text, and situating the literary text in a wider sociocultural scope. The critical stances reflected in each of the literary competence were respectively accomplished through constructing and engaging; dialoguing and engaging; and reflecting and evaluating. EFL learners’ literary competence is reflected on the critical responses they produced, in which they relate the content of the text with wider out-text contexts. In order to promote critical reading ability, EFL teachers can include aesthetic reading and involve literary competence in the reading activity.

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Section: Literary Competence In Critical Readingmentioning

confidence: 99%

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

Prasasti,

Soelistjowati,

Suyadjid

2022

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“…In the process of responding the reading text, there is a transaction between the text and lived experience of the readers to evoke meanings (Rosenblatt, 1988). Their responses can also be triggered when readers' reading experience invoking from the text attends their feeling, memories or images (Kadir, Maasum, & Vengadasamy, 2012). The mental processes of the readers are additionally involved in readers' response activity (Whiteley, 2011).…”

Section: Reader-response Theorymentioning

confidence: 99%

“…It denotes that empathising with what is experienced by the character in the text serves as the point of departure in the process of critical reading. The critical response, as a result, is elicited from the feeling evoked by the text as learners experience the reading process (Kadir, Maasum, & Vengadasamy, 2012).…”

Section: Wigati Dyah Prasastimentioning

confidence: 99%

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

Prasasti¹

2021

The Journal of AsiaTEFL

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Learners’ Use of Efferent, Aesthetic and Critical Stances When Reading a Novel

Ishak

Zainal

2019

LSPI

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Recent studies have suggested that literature components benefit students in language acquisition and reading in general, yet reading for enjoyment is arguable since most of the students admit reading is done for examination purposes. Regardless of the reading purpose, adoption of efferent, aesthetic and critical stances is vital and believed to influence the reading process. The main purpose of this study is to investigate the perceived and actual reading stances among learners when they read a novel. A total of 484 students from twelve non-residential secondary schools situated in Kuantan participated in this study. Employing a mixed method design, both quantitative and qualitative research approaches were utilised. The instruments used to collect the data were a set of questionnaire and student’s written responses. Although the findings from the questionnaire and written responses suggested that the learners employed all the three stances namely efferent, aesthetic and critical stances, there was the tendency for the students to adopt more of the efferent stance than the aesthetic and critical stances. Overall, the adoption of the efferent stance indicates that the students tend to closely and narrowly process the novel in terms of the story line narrated by the writer rather than adopting aesthetic and critical stances through interacting with the plot and characters and relating these elements with their experience and viewpoints.

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Transactional Reader Response and Foregrounding Theories in ESL Classroom

Cited by 4 publications

References 18 publications

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

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

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

Learners’ Use of Efferent, Aesthetic and Critical Stances When Reading a Novel

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