SOME SUGGESTIONS FOR APPLYING READER-RESPONSE THEORY TO TEACHING READING COMPREHENSION OF LITERARY TEXTS IN THE 2018 LITERATURE CURRICULUM
Main Article Content
Abstract
Reception theory is one of the foundations shaping the Vietnam 2018 Literature Curriculum in teaching reading comprehension; therefore, it must be precisely applied to teaching reading comprehension of literary texts in secondary and high schools. Reader-response theory, one branch of the reception theory, thus far has been widely administered in teaching reading comprehension of literary texts at secondary and high schools in many countries in the world. This article aims to study the principles and strategies to apply reader-response theory to elicite and develop student’s response to literature in literary reading classes in line with the 2018 Literature Curriculum. The methods of this study are theory analysis and synthesis which are used to clarify the intensions of the two concepts, “aesthetic transaction” (Louise Rosenblatt) and “interpretive community” (Stanley Fish) in reader-response theory, analysis of the 2018 Literature Curriculum’s orientation of teaching literary reading comprehension, and synthesis of theoretical foundations in order to propose particular teaching principles and measures for secondary and high school teachers.
Keywords
Louise Rosenblatt, reader-response theory, Stanley Fish, teaching reading comprehension, Vietnam’s 2018 Literature Curriculum
Article Details
References
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