Author/Authors :
Sahragard، Rahman نويسنده Shiraz University , , Rasti، Alireza نويسنده Associate professor in Applied Linguistics, Shiraz University Farhangian University ,
Abstract :
In many of the Iranian universities, currently there seems to exist a huge lacuna in the way practitioners of the two fields of English Literature and Teaching English as a foreign language (both enjoying the same departmental or collegiate residency) are involved, if any, in a give and take of their ideas and practices. The present study sets out to show how some analytic tools at the literary criticʹs disposal can be put into practice in language classes at large. One such notable tool, instantiated practically by the investigation, in vogue internationally (Carlisle, 2000, Elliot, 1990, Hirvela, 1996), but apparently still not in the limelight in the Iranian context, relates to the use of Reader Response Theory in reinterpreting the role of the reader and the mode through which they make sense of L2 reading texts. This study aims at sketching the theoretical and practical implications of employing the said literary tool in L2 classrooms.
