A READER-RESPONSE PERSPECTIVE TO READING AND COMPREHENDING THE LITERARY TEXT

Abstract

From the findings of two questionnaires delivered in two Algerian universities, we noticed that literary texts reading has practically become concerned with vocabulary development and comprehension in which the literary text is used as a sample for extracting meanings and enlarging vocabulary. In such classes the teacher enjoys a dominant role. He usually supplies ready made interpretations, sometimes his own and other times taken from other writers. In order to reconsider the effective role of literary reading in EFL classes, it is highly worthwhile to know first the literary text itself and its characteristics; and second how it should be processed. Opting for intensive-extensive reading within the reader-response approach seems to be a very eminent way tot help students fully understand and appreciate literary texts with certain autonomy, far away from the authority of the teacher.