This article argues about the practicality of introducing the reader-response approach to teaching English literature to Iranian EFL students. The conventionally used traditional method and the newly introduced reader-response approach to teaching English short stories were implemented in two different groups of college students. It was of the interest of the researcher to observe any differences in the reading comprehension, vocabulary acquisition and motivation for further reading of English literature amongst the students of the two groups. The findings revealed that students directed with the reader-response approach could give aesthetic responses to literature without impairing their comprehension of the literary text. However, there were no significant differences revealed in the level of vocabulary acquisition or degree of motivation of the students of the two groups to read English literature in the future, deliberately and on their own.
No takes yet. Share an insight, caveat, or question.
Sarvenaz Khatib (2011) studied this question.