《读者导向理论》由会员分享，可在线阅读，更多相关《读者导向理论（4页珍藏版）》请在金锄头文库上搜索。
1、Reader-Response Theory basic beliefs of RR:The role of the reader cannot be omitted from our understanding of literature.Readers do not passively consume the meaning presented to them by an objective literary text; rather, they actively make the meaning they find in literature.contrasting emphases:t
2、he means by which the text controls the reader.the way in which the reader creates or recreates the text. Main advocates acknowledge complementary importance of Text and reader Texts relationship with readerReader is necessary third party in the relationship that constitutes the literary work.Realit
3、y is to be found not in the external world itself, but rather in the mental perception of externals.Work is not fully created until the readers:assimilate itactualize itIn light of their own knowledge and experience. Reading as a process.Method which continually questions what happens in the readers
4、 mind during the process. Types of Responses Initial emotional ,response,Interpretive,Analysis,Questions,Summary, Arguing with author (believability of text),IntertextualityRethinking one part of text after reading another. Method involves an analysis of the developing responses of the reader in rel
5、ation to the words as they succeed one another in time.Stressing response rather than interpretation, question is raised:Do texts, by themselves, have objective identity?Each individual reads literary work for himself/herselfDraws on past experiencesMolds new experiences from new textImaginative lit
6、erature is something to be lived through by reader.EXPERIENCE LITERATUREPersonal experience with literature“Participate” in literature.Even same reader reading same text on two different occasions will probably produce different meanings because of so many variables contributing to our experience of
7、 text.Why second reading of text produces greater insights.As we read text, it acts as a stimulus to which we respond in our own personal way.Feelings, associations, memories, etc., occur as we readThese responses influence the way in which we make sense of the text as we move through it.SummeryRead
8、er-response criticism is a school of literary theory that focuses on the reader (or audience) and his or her experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work.Although literary theory has long pai
9、d some attention to the readers role in creating the meaning and experience of a literary work, modern reader-response criticism began in the 1960s and 70s, particularly in America and Germany, in work by Norman Holland, Stanley Fish, Wolfgang Iser, Hans-Robert Jauss, Roland Barthes, and others.Impo
10、rtant predecessors were I. A. Richards, who in 1929 analyzed a group of Cambridge undergraduates misreadings; Louise Rosenblatt, who, in Literature as Exploration (1938), argued that it is important for the teacher to avoid imposing any preconceived notions about the proper way to react to any work;
11、 and C. S. Lewis in An Experiment in Criticism (1961). Reader-response theory recognizes the reader as an active agent who imparts real existence to the work and completes its meaning through interpretation. Reader-response criticism argues that literature should be viewed as a performing art in whi
12、ch each reader creates his or her own, possibly unique, text-related performance. It stands in total opposition to the theories of formalism and the New Criticism, in which the readers role in re-creating literary works is ignored. New Criticism had emphasized that only that which is within a text i
13、s part of the meaning of a text.No appeal to the authority or intention of the author, nor to the psychology of the reader, was allowed in the discussions of orthodox New Critics. The New Critics position assumed an objective, fixed text that could be studied apart from any human being, and this assumption persisted even into postmodern criticism.
