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FOUR READERS, FOUR TEXTS: AN ANALYSIS OF COLLEGE READERS' PROCESS OF RESPONSE TO LITERARY TEXTS

机译:四种读者,四种语篇:对大学读者对文学语篇的回应过程分析

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摘要

I. This study undertook to develop a critical approach to teaching readers. With close attention to readers' interpersonal behavior, attitude toward fiction, and the stylistics, and points of view of four texts (Mansfield's "Miss Brill," Hanley's "The Butterfly," Hemingway's "Mr. and Mrs. Elliot," Cheever's "The Enormous Radio"), this study was to determine whether a scheme for teaching readers wherein (a) text and reader were viewed as equally important and (b) a means for perceiving and recording reader behavior, could be developed.;The need for this study was indicated by literature promoting category systems of labeling response; by research ignoring the individual reader's role. Further, while arguments exist regarding the need to consider the reader's attitude toward, and experience with fiction, few studies have regarded either.;II. Investigation of response was predicated upon textual (word count) division into four separate, consecutive sections; readers responded to each in regard to three questions. One week later, they responded to the undivided text, and a discussion followed. The method yields a full view of how response develops, how it proceeds in that development, and what influences its development. The method demonstrated that readers form an organizing principle and assemble information to maintain it, but this principle can change; that they reject or revise perceptions; that radical changes occur upon further reading and among response modes; that recall is important in reformulation of meaning; that categorization is most concrete at the oral level; that variables influencing response fluctuate in instrumentality.;III. Close observation of four randomly selected readers' interpersonal behavior determined their character profiles, based upon Karen Horney's systematization of personality, which served to reveal how character influences response. Results of readers' personality inventories (The Sixteen Personality Factor Questionnaire, and the Interpersonal Checklist), scored after response analysis, confirmed the accuracy of observation for response analysis. Moreover, results of a 65-item questionnaire revealed how and where past instruction and personal predilections effected response.;IV. Stylistic investigations, and analyses of points of view were employed and the results were factors in response analysis to determine where, and how these textual elements affect the meaning making process. The stylistic investigation consisted of analyzing sentence structure (especially clause embedding), verb density, and abstract nouns, and the readers' responses showed the influence of textual style and how style contributes to attitude toward a text, and the events and characters offered. Analysis revealed that the points of view in the texts were significant influences in perception of information.;V. The study concludes that there are four variables--reader character and attitude toward fiction, the point of view, and the style of the text; that the range and scope of response renders category systems of labeling response inadequate; and, that because the textual domain is governed by point of view and style, and because response to it cannot be divorced from attitude or character of its maker, these are the four constituent variables accounting for response.
机译:I.这项研究致力于开发一种批判性的方法来教导读者。密切关注读者的人际关系行为,对小说的态度以及文体学和四种文本的观点(曼斯菲尔德的《布里尔小姐》,汉利的《蝴蝶》,海明威的《艾略特夫妇》,谢弗的《巨大的无线电”),这项研究的目的是确定是否可以开发一种针对教学读者的方案,其中(a)文本和阅读者被视为同等重要,并且(b)感知和记录读者行为的手段。促进标签反应分类系统的文献表明了这项研究。通过研究忽略了个人读者的角色。此外,尽管存在关于需要考虑读者对小说的态度和小说经验的争论,但很少有研究考虑到这一点。根据文本(单词计数)划分为四个独立的连续部分进行调查。读者对每个问题都回答了三个问题。一周后,他们回复了未分割的案文,随后进行了讨论。该方法可以全面了解响应如何发展,如何在该发展中进行以及影响其发展的因素。该方法表明,读者形成了组织原则并收集信息以维护该原则,但是该原则可以改变。他们拒绝或修改看法;在进一步阅读和在响应模式之间会发生根本性的变化;回忆在意义的重新表述中很重要;在口头上分类是最具体的;影响响应的变量在工具上有所波动; III。根据卡伦·霍尼(Karen Horney)的人格系统化,对四个随机选择的读者的人际交往行为的密切观察确定了他们的性格特征,这有助于揭示性格如何影响反应。读者的人格问卷调查结果(《十六个人格因子问卷》和《人际交往清单》)在回答分析后评分,证实了观察结果用于回答分析的准确性。此外,一项65项调查问卷的结果揭示了过去的指示和个人偏爱如何以及在哪里影响回应。进行了文体学调查和观点分析,结果是响应分析的因素,以确定这些文本元素在哪里以及如何影响意义表达过程。风格研究包括分析句子结构(尤其是从句的嵌入),动词密度和抽象名词,读者的回答表明了文本样式的影响以及样式如何影响文本态度以及所提供的事件和字符。分析表明,文本中的观点对信息知觉有重大影响。研究得出结论,存在四个变量-阅读者的性格和对小说的态度,观点和文本的风格;答复的范围和范围使标签答复的类别系统不足;并且,由于文本域是由观点和样式决定的,并且由于对文本域的响应不能脱离其创作者的态度或性格,因此这是解释响应的四个组成变量。

著录项

  • 作者

    CLAYTON, LYNN MARIE.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Language arts.
  • 学位 Ph.D.
  • 年度 1980
  • 页码 336 p.
  • 总页数 336
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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