期刊名称：Bellaterra Journal of Teaching & Learning Language & Literature
印刷版ISSN：2013-6196
出版年度：2017
卷号：10
期号：4
页码：49-67
DOI：10.5565/rev/jtl3.706
语种：English
出版社：Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials
摘要：For most of the 20 th century, literary criticism has focused on uncovering the author’s intended meanings of a given text. In contrast, reader-response theorists have concentrated on the role of the reader in literary interpretation. This article details an exploratory study which documents second-semester university Spanish students’ perceptions of their experiences reading children’s novels in Spanish. Learners participated in curricular engagements designed to facilitate their understanding and promote the development of their own interpretations of the books. Results of the study suggest that such engagements may either contribute or impede students’ comprehension and interpretation of literary texts due to various contextual factors.
关键词：literature; comprehension; reader-response; children’s literature; interpretation;literatura; comprensió; teoria de la recepció; literatura infantil; interpretació;literatura; comprensión; teoría de la recepción; literatura infantil; interpretación;littérature; compréhension; téorie de la réception; romans pour enfants; interprétation
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