期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2013
卷号：2
期号：5
页码：1-9
DOI：10.7575/aiac.ijalel.v.2n.5p.1
出版社：Australian International Academic Centre PTY. LTD.
摘要：This study aims at conceptualizing students’ views concerning a method that allows subjective interpretation of literary texts. To this end, twelve EFL learners’ views were theoretically sampled and analyzed iteratively through the rigorous schemes of grounded theory. The results yielded a set of propositions all illustrating the potential of subjective interpretation of literary texts for creating a lively atmosphere for negotiation and redefining language learning and teaching tasks. The implications of the study for syllabus designers, test developers, teachers and learners are profound. However, further studies need to be undertaken in other similar contexts before the field could systematically allow the introduction of literary texts for learners’ subjective interpretation.
关键词：Subjective interpretation; literary texts; learners’ perceptions; grounded theory
