NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1054357
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: EISSN-2065-1430
Developing Written Text Production Competence Using the Reader-Response Method
Demény, Paraschiva
Acta Didactica Napocensia, v5 n3 p53-60 2012
The first part of the present paper deals with the analysis of the literary theory and linguistic background of the reader-response method, respectively with the presentation of the process of composition and its psychological components. The reader-response textual interpretation method can take several different approaches of literary theory, sometimes the borders being so fade, that they cannot be distinguished, they melt into each other. In the context of hermeneutics, Gadamer and Ingarden state that a literary work is finished by the reader, as the process of reading is carried out through the interaction between reader and literary work. In Iser's opinion the hiatus of the work is filled in by the imagination of the reader. The father of practical literary science, Richards says that meaning, sense is tied to the inner and outer status of the individual, thus it is a relative thing. According to transactional literary theory (Rosenblatt) meaning is born within transaction. From the linguistic point of view, the semantic approach states that meaning is the dynamic interaction between language and reality, thus it is relative, as the individual interprets the world through her/his own experiences. Sociolinguistics analyzes the cultural influences, presenting how a certain culture raises its system of conventions, and the individual is adapted through the process of socialization, and all this influences her/his points of view. Through the psycholinguistic approach I have outlined the principle of word association. It can be seen how the reader-response method can be seen from different perspectives, in fact different tendencies have different approaches of the same principle: meaning is created by the reader. Concerning the components of the abilities of expression in writing I am presenting the model of Hayes, according to which these abilities are influenced by individual and environmental factors. The former include motivation, short-term and long-term memory, cognitive psychological processes, while the latter include the factors of social and physical environment. I have sketched the process of composition regarding the specificities of age. About the teaching of composition I have presented the steps of the process.The second part of the paper includes the presentation of my research, the formulation of the results and of the conclusions, which confirm that applying reader-response in textual interpretation is a huge gain.
Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Romania