THE PRACTICE OF USING  READER RESPONSE      THEORY IN EFL LEARNING AND ITS   ROEL TO FOSTER STUDENTS` ORAL COMMUNICATION   SKILLS   (With Particular Reference to Bahir Dar University Third Year Students)

TETEMKE, GEBREZGIHER

dc.contributor.author	TETEMKE, GEBREZGIHER
dc.date.accessioned	2017-08-18T04:44:45Z
dc.date.available	2017-08-18T04:44:45Z
dc.date.issued	2017-08-18
dc.identifier.uri	http://hdl.handle.net/123456789/7769
dc.description	Thesis Submitted in Partial Fulfilment of the Requirement For Degree of Master of Education In Teaching English as a Foreign Language (TEFL)	en_US
dc.description.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.	en_US
dc.subject	English Language and Literature	en_US
dc.title	THE PRACTICE OF USING READER RESPONSE THEORY IN EFL LEARNING AND ITS ROEL TO FOSTER STUDENTS` ORAL COMMUNICATION SKILLS (With Particular Reference to Bahir Dar University Third Year Students)	en_US
dc.type	Thesis	en_US