Interactive reading models and reader response criticism: tracing parallels between reading theories in applied linguistics and literary criticism
In reviewing reader response criticism, several themes will be discussed. One will be the difficulty of defining meaning through the use of language, which will segue into the reflexive nature of writing about reading. Within the context of the postmodem climate in which these theories were developed, it becomes apparent that language cannot objectively define itself; yet language is the only medium of description available to us. The thesis will conclude with a review of how concepts of these theories have been applied to second language classrooms, and finally, a discussion of the implications a revisiting of these theories could bring to both the second language and literature classrooms in the future.