摘要：AbstractIn developing meaning of literary texts, many classrooms usually adopt the Initiation, Response and Evaluation (IRE) discourse structure that limits the participation and exploration of meaning among learners. Through the Envisionment Building theory, a case study was conducted to examine the process of meaning making of a short story among learners using the think-aloud protocol. When participants had the opportunity to make meaning independently while reading, many r elied on personal resources involving background knowledge and past experiences. Generally, the opportunity to explore meaning freely encouraged personal engagement and made the process become very dynamic and multi -dimensional.
关键词：Meaning Making;Envisionment Building;Teaching and Learning of Literature
