Abstract:
This paper reports on the sate of using reader response theory of literature
teaching in EFL learning. The main purpose was to investigate the existing
practice of reader response theory and to analyze its role in fostering oral
communication skills of students. To study the issue, third year students and
instructors of Bahir Dar University from the department of English Language and
Literature have been taken as participants. Thus, the students were given
questionnaire, whereas, the instructors were interviewed. In addition to
questionnaire and interview, document analysis was made. After data was
gathered from the above participants through the above instruments, the results
were analyzed using percentage and frequency count. Although there are some
hindering factors, generally, the findings revealed a good state of
implementations. Students were made to read different literary texts and they
were encouraged to read, understand, interpret and synthesize based on their
life experience. In this situation, instructors were found to facilitate students
through different methods including through grouping, questioning and by
providing synopsis of literary pieces. On the other hand, students positively
perceive that learning literature using reader response theory helps for the
development of their oral fluency. But, the full scale implementation of this theory
was found to be hindered by factors related to students’ lack of background
reading of literary texts, lack of both linguistic and literary competence, lack of
motivation to freely reflect their feelings etc. Therefore, to underrate these
problems and to utilize reader response theory fully, students need to engage in
further readings of literary texts and instructors should follow-up the students’
reading progress.
