By Jonathan Picken
Conception in reader-response and stylistics traditions helps L2 paintings with literature because it is valued through scholars and is helping enhance communicative and significant language talents. the writer makes use of insights from empirical examine to judge present instructing practices by contrast history, highlighting readers' responses to metaphor as a try out case.
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81). The inequality of the words reflects the historical inequality of men and women in society. Although CDA is not a theory of literature, it has certainly been influenced by literary theory. One clear influence is the formalist idea that language processing is normally an automatic and habitualized activity. Fairclough (2001) discusses this idea at length although he uses the term 'naturalization' (p. 76) instead of the formalist term 'habitualization'. Fairclough is concerned about the naturalization of particular ways of speaking and writing because he sees this as a key tool for the exercise 24 Literature, Metaphor, and the Foreign Language Learner of power.
1 Online processing: Comprehension In reading research, especially in research related to reading assessment, there is a long tradition of work related to comprehension and the various sub-processes that are thought to contribute to this. When such research is conducted, Urquhart and Weir (1998) emphasize that it is essential to distinguish comprehension from interpretation, which includes 'variations [in understanding] brought about in the reading process on account of different schemata' (p. 113) in the minds of different readers.
With regard to the latter, Widdowson (1975; 1992) in particular is credited for providing 'an impressive intellectual foundation for such procedures' (Parkinson & Thomas, 2000, p. 6). Widdowson's work centres on interpretation and on developing students' interpretative skills through WWL. Widdowson (1975) discusses this idea in detail. Like the formalists, Widdowson draws attention to the carefully crafted patterns of figurative language that are characteristic of literary texts, and he suggests that by drawing students' attention to these patterns in a systematic way, teachers can provide students with a starting point for an interpretation of a given literary text.