ERIC Number: EJ1075453
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
Available Date: N/A
Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers' Initial Education
Garzón, Eliana; Castañeda-Peña, Harold
English Language Teaching, v8 n8 p187-198 2015
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.
Descriptors: Reader Response, English (Second Language), Second Language Instruction, Preservice Teachers, Story Reading, Theories, English Literature, Critical Thinking, Thinking Skills, Language Teachers, Foreign Countries, Qualitative Research, Coding, Video Technology, Audio Equipment, Writing Assignments
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia
Grant or Contract Numbers: N/A
Author Affiliations: N/A