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Dissertations / Theses on the topic 'Reader-response criticism. Literature'
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Kujansivu, Heikki Markus. "Returning thirds on reading literature /." Diss., Online access via UMI:, 2008.
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Pippert, Kathy Lynn. ""In a Language Not His": Reader-Response Criticism and "Light in August"." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539625530.
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Schram, Dick H. "Norm en normdoorbreking empirisch onderzoek naar de receptie van literaire teksten voorafgegaan door een overzicht van theoretische opvattingen met betrekking tot de funktie van literatuur /." Amsterdam : VU Uitgeverij, 1985. http://catalog.hathitrust.org/api/volumes/oclc/21329096.html.
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Baker, John C. "An ethnographic study of cultural influences on the responses of college freshmen to contemporary Appalachian short stories /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115018/.
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Eberdt, Karen. "Research conceptions of adult and college reader response to literature." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/32275.
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"Response to literature" is an educational notion which generally refers to an oral or written reaction to a non-expository published work such as a short story or poem. This historical analysis investigates conceptions of response to literature in research with adults and college students.
The dissertation problem derives from an apparent shift in emphasis from the text towards the reader in research on response to literature (Purves, 1985). The underlying assumption of this suggestion is that there are historically predominant research conceptions. This dissertation documents these ideas with adult and college readers' responses to literature.
The procedure was first to establish foundation conceptions of "response" and "literature" from theoretical considerations of these terms. Next, studies derived from major bibliographies were examined in order to determine the general emphasis based on the research purpose, literary work, and response task. Predominant research conceptions of both "response" and "literature" were delineated by decades, from the first cited study in 1912.
Results of the analysis concerned conceptions of both "literature" and "response". First, research conceptions of "literature" generally focused on print, rather than oral performance. In addition, there was a general research move from the use of meaningless syllables and fragments of poetry
(1910-39); through the use of a diversity of genres such as newspaper articles, comprehension test items, and novels (1940-69); to a contemporary focus on short stories and poems (1970-89). Second, research conceptions of "response" supported the suggestion of a general shift from conceptions which focused on textual elements such as rhythm, sounds of language and literary merit (1920-39); through those which focused on aspects of the reader such as personality changes, preferences and developmental differences (1940-69) ; to those which emphasized elements of response itself such as process, stance, and context (1970-89). Possible reasons for the shifts in emphasis were explored in relation to general societal conditions and the changing image of the college student.
From an educational perspective, the observed changes suggest a move towards empowerment of the learner in the classroom. This trend corresponds to the increasing pedagogical emphasis on holism and collaborationEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Travis, Molly Abel. "Subject on Trial: The Displacement of the Reader in Modern and Post-modern Fiction." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392805130.
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Allington, Daniel. "Discourse and the reception of literature : problematising 'reader response'." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/507.
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In my earlier work, ‘First steps towards a rhetorical hermeneutics of literary interpretation’ (2006), I argued that academic reading takes the form of an argument between readers. Four serious weaknesses in that account are its elision of the distinction between reading and discourse on reading, its inattention to non-academic reading, its exclusive focus on ‘interpretation’ as if this constituted the whole of reading or of discourse on reading, and its failure to theorise the object of literary reading, ie. the work of literature. The current work aims to address all of these problems, together with those created by certain other approaches to literary reading, with the overall objective of clearing the ground for more empirical studies. It exemplifies its points with examples drawn primarily from non-academic public discourse on literature (newspapers, magazines, and the internet), though also from other sources (such as reading groups and undergraduate literature seminars). It takes a particular (though not an exclusive) interest in two specific instances of non-academic reception: the widespread reception of Salman Rushdie’s novel The Satanic Verses as an attack on Islam, and the minority reception of Peter Jackson’s film trilogy The Lord of the Rings as a narrative of homosexual desire. The first chapter of this dissertation critically surveys the fields of reception study and discourse analysis, and in particular the crossover between them. It finds more productive engagement with the textuality of response in media reception study than in literary reception study. It argues that the application of discourse analysis to reception data serves to problematise, rather than to facilitate, reception study, but it also emphasises the problematic nature of discourse analysis itself. Each of the three subsequent chapters considers a different complex of problems. The first is the literary work, and its relation to its producers and its consumers: Chapter 2 takes the form of a discourse upon the notions of ‘speech act’ and ‘authorial intention’ in relation to literature, carries out an analysis of early public responses to The Satanic Verses, and puts in a word for non-readers by way of a conclusion. The second is the private experience of reading, and its paradoxical status as an object of public representation: Chapter 3 analyses representations of private responses to The Lord of The Rings film trilogy, and concludes with the argument that, though these representations cannot be identical with private responses, they are cannot be extricated from them, either. The third is the impossibility of distinguishing rhetoric from cognition in the telling of stories about reading: Chapter 4 argues that, though anecdotal or autobiographical accounts of reading cannot be taken at face value, they can be taken both as attempts to persuade and as attempts to understand; it concludes with an analysis of a magazine article that tells a number of stories about reading The Satanic Verses – amongst other things. Each of these chapters focuses on non-academic reading as represented in written text, but broadens this focus through consideration of examples drawn from spoken discourse on reading (including in the liminal academic space of the undergraduate classroom). The last chapter mulls over the relationship between reading and discourse of reading, and hesitates over whether to wrap or tear this dissertation’s arguments up.
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Van, Renen Charles Gerard. "Reader-response approaches to literature teaching in a South African OBE environment." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/297.
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This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginative texts, and these schemata have a decisive influence on the nature of a reader’s response. This means that response during imaginative engagements with literary texts tends to be idiosyncratic, and therefore largely unpredictable. Because of this, it would be inappropriate for a teacher, working within an OBE system, to try to teach towards pre-selected outcomes and to attempt to ensure that these outcomes, based on responses to literary texts, are in fact achieved. The second premise is that readers’ imaginative engagements with literary texts are essentially hidden events, which even the individual reader cannot fully bring to the surface and articulate. Because they are complex, and to some extent inaccessible, it would be inappropriate to assess the processes of response in the form of tangible evidence that a particular kind of response has taken place, or an outcome achieved. The third premise is that responses need time to grow and develop and do not merely happen quickly and cleanly. Consequently, aesthetic response, already a complex and inaccessible process, has no clearly distinguishable beginnings or endings. It would therefore be inappropriate to try to pinpoint the exact nature and parameters of a particular response or fragment it into a discrete unit of competence or knowledge. A two-dimensional problem emerges. The first is a conceptual one: whether there is an inherent tension between encouraging response to imaginative literature on the one hand, and accepting the rationale for OBE, on the other. The second dimension of the problem is empirical: whether teachers of literature experience any tension of either a conceptual or a practical nature when following response based approaches within the OBE system of Curriculum 2005, and if so, what they do in order to cope. In exploring the conceptual problem, the argument of this thesis is supported by reception theory and reader response criticism. The former provides key theoretical principles and insights that illuminate the nature of aesthetic reading, while the latter describes and analyses the nature, extent and manifestations of response in educational contexts, underpinned by both reception theory and empirical research. Together they offer evidence that personal response is determined by a complex range of processes, and is the core activity in reading for aesthetic purposes. This thesis also examines the conceptual basis and the structure of OBE as interpreted in both Curriculum 2005 and the revised National Curriculum Statement. The purpose of this is to establish the extent to which the philosophy and modus operandi of these curricula are rooted in notions of competence, and the requirement that learners give tangible demonstrations of pre-determined outcomes being achieved. If it is found that the curricula do lean heavily on pre-determined outcomes in regard to competencies that must be demonstrated, it may be concluded that 1) reader response activities are incompatible with OBE in a South African context, and 2) the potential exists for such incompatibility to create obstacles to creative and effective literature teaching. This can lead to difficulties for the teacher, who will then have to adopt acceptable strategies to cope with the situation. These strategies may ultimately be to the detriment of the pupils, particularly if the teacher seeks a compromise between genuine response and the kinds of activities that would yield precise, palpable measures of attainment that can be easily demonstrated. Exploring the empirical dimension of the problem involves investigating the responses of both teachers and teacher trainers to the experience of promoting response-based literature teaching and learning in an OBE environment. In order firstly investigated whether the practitioners do encourage reading response as a core activity in reading for aesthetic purposes. The extent to which practitioners have a sound grasp of the conceptual issues relevant to this research is also investigated. Insight into such issues depends on teachers and teacher trainers understanding the nature of reader response, on the one hand, and the rationale and structures of the relevant OBE curricula, on the other. Whether, and to what extent, practitioners experience tensions through their awareness of conceptual incompatibilities is also investigated. It should be borne in mind that practitioners work in real contexts in which a variety of complex factors play a role in determining how they respond to pressures from the environment. It cannot therefore be expected that teachers and others involved in delivering the curriculum will be able to reflect on purely conceptual issues without being influenced to an extent by more practical or logistical considerations. However, this study argues that the extent to which they are able to identify the relevant factors that affect the conceptual underpinnings of their practice will determine the degree to which their responses support the argument of this thesis. Together, the empirical and the theoretical findings offer qualitative evidence that should illuminate the nature and extent of the problem.
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Foster, Lesley. "Responding to literature: empowering girls to speak with their own voices in a multicultural context." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003626.
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The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.
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Polson, Richard. "Shocked by Flannery O'Connor the possibility of new endings /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Clark, Prentiss. "Literature as performance founding spaces for voice /." Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/630.
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Lehan, James Philip. "A rhetorical aspect of Edgar Allan Poe's short fiction: A reader response approach." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1217.
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Hammann, Hermanus Johannes Richard. "'n Vergelykende studie tussen interpretasies en waardeoordele van literatore en matriekleerlinge, en 'n ondersoek na metodes om semantiese breuke tussen sodanige oordele te oorbrug." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/15828.
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Bibliography: pages 335-343.Betekenis kom tot stand deurdat die leser aan 'n teken of tekens betekenis toeken. Elke leser word daartoe gelei deur sy kennis van die taal, deur sy kennis van die wereld, deur sy persoonlike ervaringe en vooroordele en bowendien deur sy verwagtinge ten aansien van literere tekste en genres (Van Luxemburg e.a., 1983:113). Hieruit blyk noodwendig dat daar per leser en lesergroepe interpretasieverskille sal wees soos trouens die geval is me die twee lesersgroepe in hierdie studie: enersyds die ervare, ingewyde leser (literator) met sy kennis van die taal en die wereld, teenoor die oningewyde leser (Matriekleerling) wie se kulturele en akademiese agtergrond, ervaringe en taalkennis nie op dieselfde vlak is as die ingewydes nie.
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Laudig, Amanda Harris Charles B. "The pedagogical triangle using subjectivity as a teaching and learning tool in the introductory literature classroom /." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986986.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed July 31, 2006. Dissertation Committee: Charles B. Harris (chair), William W. Morgan, Douglas D. Hesse. Includes bibliographical references (leaves 206-212) and abstract. Also available in print.
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Alvarez-Castro, Luis. "La función del lector en la prosa metaliteraria de Miguel de Unamuno." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118350807.
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Odendaal, Dirk Hermanus 1954. "A hermeneutic description of a therapeutic interview using reader response concepts from literary theory." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007749.
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Certain approaches in the discipline Psychology, use the term narrative to describe how they work. Upon investigation one finds that the term narrative is seldom informed from Literary Theory, the background from which it originated. Instead, other disciplines that were also influenced by Literary Theory are invariably used as a means of cross fertilisation, e.g. the work of Geertz from an anthropologist background. Therapists make use of techniques described in the theories in an attempt to come to an understanding of the interactions in the therapy session. Some of the later theories emanating from Literary Theory appear to very useful for opening new ways of research in psychology, especially because some of them already come from an interdisciplinary background. This research attempts to identify useful theories and then apply them within a hermeneutical background in a therapeutical session. Theoretical work on ambiguity, recent research on foregrounding and defamiliarization and also the research in psychonarratology appear to be eminently useful for coming to a deeper understanding of the processes that take place in a therapeutic environment. It is thought that these theories could be of use because they have been 'tested' against the experiences of real readers reading texts. As novels differ from reports and washing lists, therapeutic settings differ from discussions. A novel is a cultivated variant of a report, and a therapeutic conversation is a cultivated version of a chat. These theories then, were applied to a real therapeutic session. The therapists who participated were interviewed on the session and on their reactions to certain 'readings' made by them during the session. The purpose of the interview was to obtain an understanding of their interpretation of what had happened during that session. The questions, reactions, observations and reflections of the session constitute the text of this research. The generated text was then reread from the perspective of each of the theories. The data was collected and interpreted. The interpretation focusses on the therapists 'reading' or understanding of the session and in the process, leads the therapists and researcher to further levels of understanding. In conclusion, it was found that the theories were indeed useful as they were able to point out how certain stylistics of language and situation in the therapeutic session had led to hermeneutic or interpretive processes and also how these processes were perceived or experienced on reflection by the therapists.
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Baker, John C. Jr. "An ethnographic study of cultural influences on the responses of college freshmen to contemporary Appalachian short stories." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39361.
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Previous research on the role that culture plays in reader response to literature generally has not been based on clear operational definitions of the term "culture." More often than not, researchers appear to be using the term synonymously with the reader's race, nationality, or social class, rather than including specific anthropological explanations. Moreover, there has been no research reported that isolates and then studies individual readers' cultural backgrounds as influences on their responses to American regional literature; and, while there have been some studies reported that use ethnographic methodology to examine how cultural context or setting affects response, there has been
no reported ethnographic research that focuses on the
influences of readers' cultural backgrounds and the cultures
depicted in texts.Ed. D.
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Rockhill, Paul Hunter. "The Reception Theory of Hans Robert Jauss: Theory and Application." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5153.
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Hans Robert Jauss is a professor of literary criticism and romance philology at the University of Constance in Germany. Jauss co-founded the University of Constance and the Constance group of literary studies. Hans Robert Jauss's version of reception theory was introduced in the late 1960s, a period of social, political, and intellectual instability in West Germany. Jauss's reception theory focused on the reader rather than the author or text. The original reception of a text was compared to a later reception, revealing different literary receptions and their evolution. Jauss's Rezeptionsgeschichte (history of reception) illustrated the evolution of the reception of texts and the evolving paradigms of literary criticism that they were a part of. However, Jauss's essays proved to be more of a provocation for change in literary criticism than the foundation for the next literary paradigm. The empirical studies discussed in this thesis reveal the.idealism of Jauss's theory by testing main ideas and concepts. The results show the inapplicability of Jauss's theory for practical purposes. The intent of this study is to illustrate the origins, development and impact of Jauss's version of reception theory. The interrelationship between the social environment, the institutional reforms at the University of Constance, and the methodology of reception theory are also discussed. The new social values in West Germany advocated individualism and questioned status quo institutions and their authority. This facilitated the establishment of the University of Constance, which served as the prototype for the democratization of German universities and the introduction of Jauss's reception theory. With the democratization of the university, old autonomous faculties were broken down into interdisciplinary subject areas. The Old Philology and New Philology department were made into the sciences of language and literature and ultimately introduced as the all-encompassing literaturwissenschaft. Five professors from the Slavic, English, German, Classics and Romance language departments gave up direction of these large departments to work together under the Constance reforms in an effort to form a new concept of literary studies. The result was the socalled theories of "reception" and "effect" which they continue to research.
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Houssouba, Mohomodou Strickland Ronald. "Teaching the diaspora beyond identity politics /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914569.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 11, 2006. Dissertation Committee: Ronald L. Strickland (chair), Jonathan M. Rosenthal, Cecil Giscombe. Includes bibliographical references (leaves 203-208) and abstract. Also available in print.
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Östberg, Emma. "The Controversy of Snape : A transactional reader response analysis of Severus Snape and why he divides readers of the Harry Potter book series." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32478.
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How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.
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Pullen, Terri G. Fortune Ron. "The mental imagery in readers' responses emphasizing the visual in audience-centered theories of reading /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803735.
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Thesis (D.A.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Ron Fortune (chair), Douglas D. Hesse, Lee Brasseur. Includes bibliographical references (leaves 219-225) and abstract. Also available in print.
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Pappas, Eric C. "Gender and reading: the gender-related responses of four college students to characters and relationships in six short stories." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/38776.
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This reader-response study focuses on the influences that four readers relationships with families and friends have on their responses to several literary characters and the relationships among these characters as presented in six short stories. Four college students, two men and two women, read and responded to the stories in writing and in interviews with the researcher. The stories depict men and women confronting gender related family or individual crises concerning such topics as independence, autonomy, and the nature of the marriage commitment and male/female relationships.Ed. D.
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Corwin, Harney James. "Reading with empathy : the effect of self-schema and gender-role identity on readers' empathic identification with literary characters /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Olasz, Ildiko Csilla. "Moving eyes, shifting minds the horizon of expectations in the verbal and visual reception of mid- and late-Victorian illustrated novels /." Diss., Connect to online resource - MSU authorized users, 2008.
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Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.
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It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
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Ozias, Joseph Eugene. "Joseph Heller and the Errors of Comedy: From Heller's Catch-22 to Portrait of an Artist, as an Old Man." Ohio Dominican University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1512648671501957.
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Kleeberg, Michael. "The effects of re-creation on student writing in ENG 104 section 95 : a case study." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834132.
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The purpose of this case study was to examine the effectiveness of a technique known as re-creation on student writing abilities in ENG 104 section 95 during the spring semester of 1992. Re-creation, already used almost exclusively in England and Australia, invites a writer to divulge his or her personal interpretation of a literary text by rewriting given aspects of it. In section 95, the instructor devoted the entire range of assignments to re-creative writing tasks, using four dramatic scripts and the motion pictures that had been adapted from them as literary texts. The instructor carefully developed re-creative writing assignments and a reasonable criteria with which to grade them. He closely monitored how the students adapted to re-creative writing, and discovered that four students exemplified the main different styles of writing that emerged from re-creation. The case study does indicate that all of the twenty-one students coulddo the work that re-creation involves; some experienced only minor successes with it, but other students, including some top achievers who would probably have done well in any writing class, found broad new avenues for creative expression of their personal responses to literature.Department of English
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Lemire, Isabelle. "L'évolution de la figure du lecteur dans Le ciel de Québec de Jacques Ferron, étude sociopoétique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0002/MQ44674.pdf.
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Lavoie, Marie-Renée. "Maria Chapdelaine, part II, la fiction contre le mythe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/MQ44692.pdf.
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Vos, Judith Elizabeth. "Identiteitsontwikkeling in geselekteerde jeugverhale van Barrie Hough / Judith Elizabeth Vos." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1407.
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Eriksson, Evelina. ""If you're a normal kid, reading this because you think it's fiction, great. Read on." : En komparativ narratologisk analys av berättare och narrat i Rick Riordans The Lightning Thief och The Lost Hero." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179612.
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Syftet med denna uppsats är att undersöka berättarna och narraterna i Rick Riordans The Lightning Thief (2005) och The Lost Hero (2010), samt att se vilka implikationer de har på berättandet i sig självt. Uppsatsen fokuserar på en komparativ undersökning av romanerna i fråga, och gör allt detta från en narratologisk utgångspunkt. Det narratologiska perspektivet kommer framför allt ifrån Gérard Genettes Narrative discourse och hans termer extra-, intra-, hetero- och homodiegetiskt berättande. Studien av narraten gör detsamma men med Gerald Prince artikel ”Introduction to the Study of the Narratee” i Reader-response criticism: from formalism to post-structuralism. För ett bredare perspektiv på flera, både nyare och äldre, narratologiska studier använder uppsatsen också Manfred Jahns ”Narratology 2.1: A Guide to the Theory of Narrative”. Genom analysen kan man utläsa att The Lightning Thief antar ett homo- och extradiegetiskt berättande med en specifik grupp av narrater. Detta kontrasteras med The Lost Heros hetero- och extradiegetiska berättande med en grundnarrat utan uppenbara kännetecken. I förlängningen kan man också upptäcka att det finns en skillnad mellan berättarens och narratens förhållande till en verklig läsare och hur, speciellt i The Lightning Thief, läsaren är tvingad att fundera på hur den relaterar till både narraten och berättaren.This paper aims to study the narrators and the narratees in Rick Riordan's The Lightning Thief (2005) and The Lost Hero (2010), and to see what implications they have on the narrative itself. The paper focuses on a comparative examination of the novels in question and does all this from a narratological standpoint. The narratological perspective first and foremost comes from Gérard Genette's Narrative discourse and his terms extra-, intra-, hetero-, and homodiegetic narrative. The study of the narratee does the same but with Gerald Prince's article "Introduction to the Study of the Narratee" in Reader-response criticism: from formalism to post-structuralism. For a wider perspective of several, both new and old, narratological studies the paper also uses Manfred Jahn's "Narratology 2.1: A Guide to the Theory of Narrative". Through the analysis, one can gather that The Lightning Thief takes on a homo- and extradiegetic narrative with a specific group of narratees. This is contrasted with The Lost Hero's hetero- and extradiegetic narrative with a "zero-degree narratee" that has no apparent characteristics. By extension, one can also notice that a difference lies with the narrator's and narratee's relationship to an actual reader and how, especially in The Lightning Thief, the reader is forced to figure out how it relates to both the narratee and the narrator.
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Wind, Tonia Leigh. "MOSAICOS DE CULTURAS DE LEITURA E DESAFIOS DA TRADUÇÃO NA LITERATURA INFANTIL." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/3217.
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Previous issue date: 2011-12-20O objetivo principal desta pesquisa é analisar o segmento denominado literatura infantil sob a perspectiva das tradições culturais decorrentes da prática de leitura no Brasil e nos EUA; da influência desta espécie literária no processo de formação do indivíduo, e dos percalços linguísticos enfrentados na tradução de livros estrangeiros para o mercado nacional. Para tanto, far-se-á uma apresentação do contexto histórico-cultural da espécie literária, de suas raízes nos contos orais indo-europeus até chegar ao que se considera a nascença da literatura infantil brasileira no Século XX. Como complemento ao estudo cultural, avaliar-se-á obras canônicas e textos doutrinários usando como suporte teórico da narrativa e da literatura em geral: Gaston Bachelard, Peter Hunt, Ana Maria Machado, Terry Eagleton, Nelly Novaes Coelho, Regina Zilberman, Marisa Lajolo, entre outros. Um enfoque especial será dado ao conceito norte-americano e brasileiro de cultura de leitura e mediadores de leitura para comparar o processo de formação do indivíduo em ambos os países. Como parte desta abordagem, será mostrada uma análise dos conceitos de multiculturalismo e pluriculturalismo as quais serão apresentadas para apontar sua importância e influência no leitor dentro da sociedade. O último capítulo da pesquisa dar-se-á sobre o tema tradução e suas implicações linguístico-culturais enfrentados pelo tradutor literário, assim como a migração do hábito de leitura dentro das salas de aulas de L2 para fomentar a aquisição de uma segunda língua. Analisar-se-á aspectos do texto original que se perdem numa adaptação ou tradução dando uma ênfase especial aos conceitos de domesticação e estrangeirização para melhor atender às necessidades do leitor final usando como suporte as teorias tradutórias de George Steiner, Lawrence Venuti, Eugene Nida, Jeremy Munday, John Milton, Mona Baker, Zohar Shavit, Susan Bassnett, Riitta Oittinen, entre outros. Como base de análise literária, o corpus desta pesquisa será composto de alguns exemplos de cânones, focando especificamente dois livros norte-americanos e suas traduções brasileiras: Where the Wild Things Are (Onde Vivem os Monstros) de Maurice Sendak e Mr. Peabody´s Apples (As Maçãs do Sr. Peabody) da Madonna.
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Van, der Walt Hester Carina. "Identiteitsbeelding in poësie vir die adolessent : 'n vergelykende studie tussen 'n Afrikaanse en 'n Nederlandstalige bloemlesing / H.C. van der Walt." Thesis, North-West University, 2004. http://hdl.handle.net/10394/308.
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Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These
anthologies are published at quite lengthy intervals, because they are post-publications in
which already published volumes are absorbed. These anthologies are, however, to an
increasing extent the medium by which readers become aware of poetry and are also
introduced to different poets. For that reason it can be concluded that anthologies inform
poetic taste.
The empathy and love towards poetry experienced by young children in both languages are
gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in
general during adolescence. The first reaction to poetry is usually emotional and this indicates
the way for further intellectual development. When selecting poems for the adolescent reader,
the different developmental aspects affecting the adolescent and his identity development
must be taken into consideration. The needs of the adolescent reader must be kept in mind.
Needs in reading develop as a result of general needs that should be satisfied in the first place.
Should this be the case, the need for reading would develop.
In this study different theoretical points of view, namely reader-response criticism,
developmental psychology, general needs and reading-related needs are used to determine the
representation of identity in poems. Specific theories of poetry are used as instruments in text
studies and analyses with regard to representation of identity in anthologies for adolescents.
Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn
(Van Coillie) are analysed focusing on the representation of time and space, speaker and
perspective, atmosphere and metaphorical language. For the purposes of this study analyses
were conducted to evaluate and interpret the representation of identity in the texts of both
anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for
the adolescent had to be identified. The differences were used to determine which type of text
would support the Afrikaans identity, the Dutch identity or the Flemish identity. The
similarities, on the other hand, were used to determine the type of text that would not appeal
to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general.
In this study method-pluralism is scientifically unavoidable. Different methods were
systematically combined to support the specific methods of approach. The research was done
in accordance with four methods: a synopsis of existing and appropriate theory of literature
and forming of theory with regard to relevant concepts and terms; the analyses of texts in two
anthologies; a summary of critical opinions stated in different reviews as well as surveys and
interviews based on consultations via e-mail with the different role players, i.e. the anthology
composers, illustrators and publishers.Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.
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Fischer, Tom. "Lehrstellen." Thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234873.
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Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.
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Wilke, Magdalena Friedericke. "The nature of aesthetic perception in literature : the interaction between text and reader in the process of perceiving literary texts." Diss., 1992. http://hdl.handle.net/10500/16481.
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In this dissertation it is argued that literary theories have traditionally extended abundant
attention on authors and texts, neglecting, with very few exceptions, the impor- tant role
of the READER. To address this imbalance, par- ticular attention will be paid to the view of
Wolfgang Iser, that a literary text can only elicit a response when it is read, and that it is
virtually impossible to describe this response without also analysing the READING PROCESS. I
share this view as it makes logical sense: a literary text remains meaningless, a mere 'paper and
ink' production without the
involvement of the reader. It is also the reader's own com- petence, his sense of aesthetic
perception which enables him to make sense of the, in the literary text embedded message, hence the
title: "The Nature of Aesthetic Perception in Literature. The Interaction between Text and
Reader in the Process of Perceiving Literary Texts."Afrikaans & Theory of Literature
M.A. (Theory of Literature)
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Reynolds, Lisa Nicole. "Violating the body’s envelope: the effects of violence and mutilation in four poems of Prudentius’ Peristephanon." 2009. http://hdl.handle.net/2440/52444.
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This thesis examines the violent punishments undergone by various martyrs in Prudentius’ Peristephanon. In particular, it explores how the poet’s depiction of this violence and suffering might affect readers of the collection. Four poems (poems II, III, IX and XI) are studied from the point of view of the emotions they are likely to evoke in the reader. The question of whether different types of readers might undergo different emotional experiences while reading these poems arises as a result of the proposed study. The first chapter of this thesis thus examines the nature of emotions, focussing on their sources and composition. This examination suggests that an individual’s emotional experience can be influenced both by biological factors and by social and cultural environment. With this in mind, an examination follows of various aspects of Roman society and culture which were likely to influence the ways in which its citizens, in particular, reacted to the violent scenes in the poems. We will also consider how our own specific cultural milieu may influence modern readers to sometimes react differently to Roman readers. In particular, it is proposed that most readers of the Peristephanon will react with varying shades of disgust and horror. These two emotions are thus used as a framework for discussing reader reactions to the poems. Disgust and horror are understood in a very broad sense, allowing for different varieties of these emotions, which at times even give rise to contradiction and paradox. The remaining chapters of the thesis are devoted to examinations of the four chosen poems which explore the various ways in which they might evoke horror and disgust among both Roman and modern readers. Often, there is considerable overlap between these two groups. These examinations provide a way of understanding why these poems are so striking, and have impacted so strongly on readers through the ages.Thesis (M.A.) -- University of Adelaide, School of Humanities, 2009
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Amoretti, Valerio. "The Psychic Work of Reading: Form and Unconscious Affect in the Wake of Modernism." Thesis, 2019. https://doi.org/10.7916/d8-e7jp-r980.
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This dissertation articulates the relationship between literary form and unconscious affect in fictions by Cesare Pavese, Samuel Beckett and Alain Robbe-Grillet. Drawing from contemporary psychoanalytic object-relations theory, including the work of W.R. Bion and the Bionian school, it defines three paradigmatic forms of psychic work — reparation, containment and construction — that structure the intersubjective unconscious responses to specific formal challenges. It claims that the psychic work involved in meeting those challenges is both “historical” — in the sense that it reveals elements of each text’s historicity and political valence within their cultural setting — and “productive,” in the sense that it entails a degree of psychic growth for the reader.
This dissertation bridges literary history, psychoanalytic theory and reader-response theory. It seeks to intervene in each discipline’s debates: in literary-historical terms, it argues that the psychic work of reading must be understood as constitutive of the texts’ expression of the context of the postwar and as part of their struggle to move beyond the aesthetic of modernism. In psychoanalytic terms, it joins in the lively discussion about the historical specificity of the mechanisms theorized by object-relations theory. Finally, at the level of literary theory, it seeks to affirm the value of Bion’s model of object-relations in theorizing reading as a transformative process characterized by intense unconscious, intersubjective activity.
The dissertation is organized in three literary chapters, followed by a theoretical chapter. Taken together, the first three chapters represent the evidence for the need of a concept of psychic work in reading late modernist fiction and for the potential payoffs of formulating such a concept. Chapter 4 consists of four theoretical “notes,” addressing, in broad terms, the resonance of intersubjective notions of psychic work for reading, criticism and literary theory.
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Epstein, Andrea. "Divided only by the 17th parallel : a study of similarities between American and Vietnamese soldiers in selected works." Diss., 2009. http://hdl.handle.net/10500/3250.
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This dissertation undertakes a comparative study of certain works of literature concerning Vietnamese and American troops during the United States’ involvement in Southeast Asia in the 1960s and 1970s. My assumption was that during war it is possible to conclude that enemy forces behave in the same manner in order to reach the identical goal, that of victory over the ‘other’ side. I sought to ascertain how under the selfsame conditions they could be considered as enemies.
Divided only by the 17th Parallel: A Study of Similarities Between American and Vietnamese Soldiers in Selected Works
By close reading of six texts, three from Vietnamese and three from American perspectives, I have attempted to extract their similar views from each in order to create a context in which the likeness of each side is demonstrated. This was achieved by exploring four themes: those of landscape, time, conflict and ghosts. It was discovered that the protagonists’ behaviour was the same and that rather than being the others’ adversary their true enemies were found within their own ranks.
The results indicate that a wider perspective should be adopted on war than one which regards it as a simplistic binary consisting of two opposing sides. Contrary to any supposition that enemies must remain separated, there is more than enough evidence for one to conclude that they actually occupied mutual psychological territory.
Key Terms: Landscape, time, ghosts, psychological damage, Reader Response, CSR, PTSD, New Historicism, dehumanisation, conditions of war, 1954 Geneva Agreement, ideology, war literature.English Literature
M.A. (English Literature)
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Seixas, Patrícia Teresa Martins da Cunha. "Identidade e alteridade nos textos literários na aula de LE." Master's thesis, 2016. http://hdl.handle.net/10362/18339.
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O presente relatório visa descrever de forma assertiva e crítica os vários passos percorridos enquanto professora estagiária de Inglês e de Espanhol na Escola Secundária Padre António Vieira, no ano letivo de 2014/2015. Tendo em conta a relevância de uma educação intercultural e a inclusão legítima do texto literário na aula de língua estrangeira, foi feita uma revisão literária dos conceitos de identidade, alteridade e literatura, a qual, conjuntamente com as ideias defendidas na teoria da receção do leitor, serviu de base para a planificação das aulas práticas. A utilização de poemas, de contos ou de excertos de narrativas permite não só que os alunos ganhem consciência acerca das suas próprias crenças e estereótipos, como também possibilita o encontro com o Outro.This report aims to describe in an assertive and critical way the several steps I took as an English and Spanish teacher trainee at Escola Secundária Padre António Vieira, during the academic year of 2014/2015. Taking into account the importance of an intercultural education and the legitimate inclusion of the literary text in the foreign language classroom, a literature review was made of the concepts of identity, otherness and literature, which, along with the ideas upheld by the reader`s response criticism, formed the basis for the lesson plans. Not only does the use of poems, short stories or excerpts of narratives allow students to gain awareness about their own beliefs and stereotypes, but it also enables an encounter with the Other.
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Bendová, Martina. "Fenomén Finnish Weird očima českých čtenářů." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390050.
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This diploma thesis examines a phenomenon of the contemporary Finnish fantastic literature that seems to conquer the Finnish book market, also crossing the boarders and coming to the Czechia as well - Finnish Weird, or suomikumma. The aim of this work is to determine the reception of the Finnish Weird within the audience of the Czech readers. The theoretical part focuses on the fantastic literature and the position of Finnish Weird in it. The reader-response theory and the term horizon of expectations coined by Hans Robert Jauss provide the interpretation of how readers perceive the fantastic literature and what they expect from it. Works of the Finnish Weird fiction translated in Czech and responses of Czech readers are presented in the main part of the thesis. The research material is based on comments and reviews of the Czech readers published predominantly on the internet and on the internet book databases. Key words: contemporary Finnish literature, reader-response theory, horizon of expectation, genre, science fiction, fantasy, horor, speculative fiction, Weird, New Weird, Finnish Weird
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Scheckle, Linda Ann. "The relevance of the speech act theory to Buzani Kubawo." Diss., 1994. http://hdl.handle.net/10500/17671.
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Austin's Speech Act Theory is a valuable tool for the
analysis of a literary text. In interaction, the intentionand
purpose-success of linguistic communication can be gauged
by establishing whether participants have met felicity
conditions and have respected maxims. When the Co-operative
Principle is ignored, special effects are achieved and
receivers can only make sense of utterances through
implicature and inferences based on background knowledge and
mutual contextual beliefs.
In the drama, Buzani kubawo, characters interact on four
levels of time in space and place. They reveal themselves
and convey theme through their speech and actions. Conflict
is entrenched by lines of force drawn between opposing
characters and between sub-worlds contrasted. Cohesion,
determined by plot structure, and form, expressed on the
endophoric and exophoric levels, give meaning to the drama.
The micro-analysis of the wedding scene illustrates how
communication can misfire should the playwright allow it!African Languages
M.A. (African languages)
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Nortje, Sandra. "Die vrou as outobiograaf: die Suid-Afrikaanse konteks." Thesis, 2007. http://hdl.handle.net/10500/1703.
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This dissertation is a report on a study about autobiography as genre, focusing on the voice
of the white, Afrikaans-speaking woman. The point of departure for this study was a survey
of the number of autobiographies written in Afrikaans by these women. With the focus on
the limited number of such autobiographies three autobiographies were studied, namely,
Met die Boere in die veld (Sarah Raal), My beskeie deel (M.E.R.) and 'n Wonderlike geweld
(Elsa Joubert). Within the framework of the complexity systems theory the role of the
observer (author/reader) was studied to determine the possibility of demonstrating that
when reading/writing an autobiography, some epistemological changes may occur,
manifesting as conceptual changes in the mind of the observer. It could be demonstrated
that because of women's sensitivity to interpersonal relationships they are capable of acting
as unique registers of the complexity of individual existence, while remaining aware of the
constant influence, effect and needs of the other.AFRIKAANS & THEORY OF LIT
MA (AFRIKAANS)
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Fischer, Tom. "Lehrstellen: Ein rezeptionsästhetischer Ansatz zur Interpretation der Fabeln Lessings." Thesis, 2017. https://tud.qucosa.de/id/qucosa%3A30931.
Full textAbstract:
Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.
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Ferreira, João Paulo Lourenço. "O texto literário na promoção da competência comunicativa intercultural em sala de aula." Master's thesis, 2019. http://hdl.handle.net/10362/66160.
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O presente relatório descreve e analisa a experiência do seu autor durante o respetivo estágio de ensino de Inglês e de Espanhol na Escola Secundária da Ramada, Odivelas, no ano letivo de 2017/2018. Num contexto histórico em que há uma desconfiança em relação aos migrantes assim como uma emergência de sentimentos nativistas e nacionalistas na maioria dos países ocidentais, o presente relatório propõe um modelo em que a abordagem do texto literário através de alguns princípios da teoria de resposta do leitor e do content-based approach pode promover alguns dos objetivos do quadro teórico de competência comunicativa intercultural de Byram, bem como do seu modelo de educação para a cidadania intercultural. O marco teórico norteou a prática de investigação-ação com turmas do 7.º ao 12.º ano de escolaridade. Os resultados qualitativos do estudo revelam que a maioria dos estudantes desenvolveram principalmente atividades da língua como a compreensão e a expressão escrita, adquiriram competências para o mercado de trabalho como o pensamento crítico e o trabalho cooperativo, e desenvolveram empatia em relação a outros grupos sociais enquanto desenvolviam uma consciencialização crítica (inter)cultural sobre a própria cultura.This report describes and analyses its author’s experience in his practicum in teaching English and Spanish at Escola Secundária da Ramada, Odivelas, during the school year 2017/2018. In a historical context in which there is a distrust of migrants, and an emergence of a nativist and nationalistic sentiment among most Western countries, this report proposes a model in which a reader-response and content-based approach to literary texts in the foreign language classroom may promote some of the goals of Byram’s intercultural communicative competence framework as well as his model of intercultural citizenship education. The theoretical framework was used to support action research in classrooms ranging from the 7th to the 12th year. The qualitative results of the study show that most of the students developed particularly their reading and writing skills, acquired essential competences for the job market such as critical thinking and collaborative work, and developed empathy towards other social groups while developing an (inter)cultural awareness about their own culture.
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Moriano, Moriano Beatriz. "Lecturas interculturales de los textos literarios: representaciones de las relaciones ibéricas en el aulauniversitaria de Español como Lengua Extranjera." Doctoral thesis, 2020. http://hdl.handle.net/10362/100502.
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Con la presente tesis doctoral, centrada en las relaciones entre el texto literario y la
dimensión intercultural, pretendemos investigar prácticas de enseñanza en torno a la
formación de hablantes interculturales en el aula de español como lengua extranjera en la
enseñanza superior en Portugal, así como ampliar el conjunto de materiales didácticos que
promueven los principios de la educación intercultural en el ámbito de la enseñanza de LE.
Nuestro trabajo gira en torno a la lectura de textos literarios como vehículo de
representaciones culturales que circulan en el discurso de varias comunidades de hablantes y
que reflejan vínculos entre lenguas y culturas. Tanto la consciencia sobre las imágenes que
emergen de los textos como su revisión crítica desempeñan un papel crucial en la
comunicación intercultural, debido a que ambos procesos, el de lectura de textos literarios y el
de aprendizaje intercultural, funcionan de modo semejante: movilizando imágenes mentales
–a menudo problemáticas– de otras comunidades y de nosotros mismos como parte de estas e
incluyendo factores afectivos y cognitivos. Sin embargo, todos estos aspectos no se recogen
satisfactoriamente en la creación de materiales didácticos para alumnos lusohablantes.
Con una metodología de investigación en acción, nos proponemos analizar cómo se
produce la negociación de imágenes en el aula de ELE desde la pedagogía centrada en el
lector que nos ofrece la teoría de la recepción. Buscamos investigar de qué manera la
discusión crítica de estas representaciones puede contribuir para la formación de hablantes
interculturales. Nuestro propósito fundamental es enriquecer el conocimiento empírico sobre
la didáctica de ELE en el ámbito de la enseñanza superior en Portugal y aportar sugerencias
para la explotación didáctica de textos literarios en el aula de ELE.
Como resultados principales de un estudio de caso realizado en la FCSH de la UNL,
destacamos el potencial del texto literario para cuestionar implícitos y comunicar de forma
consciente en lo que respecta a las relaciones interculturales, confirmamos que la literatura
contribuye al desarrollo de la consciencia cultural crítica a través de la identificación y
problematización de las representaciones en el aula de ELE y constatamos que el aprendizaje
intercultural, al igual que el proceso de lectura, no tiene efectos inmediatos y apela al carácter
provisional de la interpretación, reclama tiempo y nunca llega a completarse del todo. En
definitiva, esta investigación nos conduce a pensar en la literatura como instrumento
privilegiado para la comprensión crítica de la diversidad y de las relaciones entre culturas en
el mundo contemporáneo, una comprensión a la que no puede ser ajeno el ámbito de
aprendizaje de lenguas extranjeras.With this doctoral thesis, which is focused on the relationships between the literary text and the intercultural dimension, we intend to investigate teaching practices in the learning process of intercultural speakers in the teaching of Spanish as a foreign language in Portugal, as well as to add to the set of teaching materials that promote the principles of intercultural education in the field of foreign language education. Our work revolves around reading literary texts as a vehicle for cultural representations that abound in the discourse of various communities of speakers and which reflect links between languages and cultures. Both the awareness of the images that emerge from the texts as well as their critical revision play a crucial role in intercultural communication, because both processes, the reading of literary texts and that of intercultural learning, work in a similar way: mobilizing mental images – often problematic – of other communities and ourselves as part of these and including affective and cognitive factors. However, all these aspects are not satisfactorily reflected in the creation of teaching materials for Portuguese-speaking students. With a hands-on, action-based research methodology, we aim to analyze how the negotiation of images in the ELE classroom takes place with a reader-centered pedagogy offered by Reader-Response Criticism. We seek to investigate how critical discussion of these representations can contribute to the learning process of intercultural speakers. Our fundamental purpose is to enrich empirical knowledge about ELE didactics in the field of higher education in Portugal and to provide suggestions for the didactic exploration of literary texts in the ELE classroom. The main conclusions of a case study conducted in the FCSH at UNL highlight the potential of the literary text to question values and beliefs and consciously communicate with regard to intercultural relations. Moreover, we confirm that literature contributes to the development of critical cultural awareness through the identification and problematization of representations in the ELE classroom. Furthermore, we find that intercultural learning, like the reading process, has no immediate effect and draws on the provisional nature of the interpretation. It also demands time and never reaches the stage of total completion. In short, this research leads us to think of literature as a privileged instrument for the critical understanding of diversity and relationships between cultures in the contemporary world, an understanding which the field of foreign language learning cannot distant itself from.