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Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

Denna uppsats ämnar undersöka svenska gymnasieelevers attityder till litteratur i svenskämnet på gymnasiet samt hur elever tycker att litteraturundervisningen bör gå till. Resultatet visar att eleverna har en positiv attityd till litteratur och litteraturläsning generellt men att den läsning som sker i skolan uppfattas som tråkig och ett måste. Vidare visar resultatet en oenighet när det kommer till litteraturundervisningen. Vissa anser att eleverna borde ha större frihet när det kommer till vad som ska läsas och andra anser att läraren bör styra innehållet i litteraturundervisningen.

Deux figures de lectrices se dégagent chez Giraudoux : Suzanne et Edmée. Si à travers la première, isolée sur son île, Giraudoux exalte le rapport à la littérature comme activité créatrice et reconquête de soi à travers l’univers imaginaire, avec l’héroïne de Choix des Élues, il s’engage dans des territoires moins explorés, invitant son lecteur à réfléchir en quoi l’expérience esthétique, loin d’aboutir à un renforcement d’une identité particulière, exige fondamentalement une déprise de soi., Two female readers stand out within Giraudoux’s work: the characters of Suzanne and Edmée. Placing the former alone on an island, Giraudoux extols the reading of literature as a creative act and a recovery of oneself through imaginary worlds. As for the heroine of Choix des Élues, Giraudoux delves into more uncharted territory, encouraging the reader to reflect on how, rather than strengthening a particular identity, the aesthetic experience ultimately requires an abandonment of the self.

The measurable fiction reader. A tendency in lgr11 and a consequencefor teacher education. Based on the new syllabus for Swedish inthe primary school, this article discusses measurable knowledge and scientific foundations in relation to reading and teaching literature. In addition, some possible consequences for teacher education regarding the school subject of Swedish following these changes are discussed. The results show that the explicit scientific base of the school subject Swedish, that is Comparative Literature and the Swedish Language, is insufficient as a foundation for thesubject. Furthermore, Swedish as a school subject has been distanced from the established scientific basis of Comparative Literature. Our analysis also shows that the explicitly expressed intention of clarity behind the syllabus results in lists of content that are characterised by measurability, while the democratic values promoted in the curriculum are not even mentioned in the educational purpose of the subject. Finally, the article problematizes the scientific foundations of the teacher programme in Swedish.

The integration of drama education in the primary education is one of the frequently discussed topics in the contemporary education. This diploma thesis deals mainly with the use of drama as a supplementary teaching method for the work with literary texts. The main aim is to compare the efficiency of literary education that uses standard educatory methods with the education that uses methods and techniques of drama education. The theoretical part deals especially with the terms personality of a child of lower school age, literacy and drama education. The practical part emphasizes the strong impact that own experience have on children readers and therefore underlines the efficiency and applicability of drama methods and techniques not only in the literary education, but in other subjects as well. It also contains the used methodic and results of the research based on questionnaires which were used for recording and tracking of the memorized information.The focus group for the research consists of pupils of lower school age.

Bu çalışma, öğretmenlerin okuma çemberi uygulamalarını tercih etme nedenlerini belirlemeyi amaçlamaktadır. Bunun yanı sıra çalışma, okuma çemberlerinin öğrencilere edebiyat ve dili kavramada yardımcı olup olmadığını ve okumaya olan tutumlarını nasıl etkilediğini öğretmen görüşleri aracılığıyla keşfetmeyi amaçlar. Okuma çemberlerinin dil eğitimindeki varlığı, uygulamaları ve etkisiyle beraber; öğrencilerin seçili edebi eserlere dayalı topluluklarda rol alırken geçtikleri süreç ve değişimler, araştırmada tespit edilmiştir. Okuma çemberi öğretmenleri ile yapılan röportajlardan elde edilen veriler incelendiğinde, okuma çemberi kullanımının, öğrencilerin okuma arzularını yükselterek, edebiyatı daha iyi anlamalarına yardımcı olduğu açıkça saptanmıştır. Buna ek olarak, öğrencilerin okumaya karşı genel tutumlarının, topluluklarda yer aldıktan sonra olumlu yönde değiştiği görüşü sonuçlarla desteklenmiştir. Ayrıca öğrencilerin okuma çemberlerinde, edebiyattan özgün ve anlamlı amaçlar için yararlanabilmelerini sağlayacak kavrayış tekniklerini daha iyi şekilde geliştirebildikleri sonuçlarla vurgulanmıştır., This study aims to determine why teachers prefer implementing literature circles. The study also aims to discover if the literature circle helps students? comprehension of literature and language and how it affects students? attitudes towards reading through teachers? perceptions. Along with the presence, implementation and effect of literature circles in education, the process and changes that students go through while taking part in the circles based on selected literary works were investigated. When the data gathered through interviews with literature circle teachers were analyzed, it supported the view that the use of literature circles clearly helps students to understand literature better by increasing their desire to read. Additionally, the view that students? general attitudes towards reading change positively after taking part in the circles was supported by the results. The results also emphasized that students can develop better comprehension techniques in the circles which will enable them to use the literature for authentic and meaningful purposes.

O interesse pela recepção nos estudos literários cresce a partir da segunda metade do século XX, notadamente com os trabalhos sobre recepção de Hans Robert Jauss e sobre leitura de Wolfgang Iser, na Alemanha, e de Umberto Eco, na Itália. No que diz respeito especificamente aos trabalhos sobre leitura literária, concentram-se na reflexão a propósito do modo como são configurados textualmente os mecanismos de cooperação textual ou conjunto de condições de êxito para leitura. A primeira década do século XXI vem assistindo, entretanto, ao crescente interesse pela pesquisa na área que possa incorporar outros elementos não exclusivamente textuais à reflexão, a saber, os leitores empíricos e seus contextos de leitura. Motivados por esse interesse, analisamos as possibilidades de atualização dos Leitor(es)-Modelo em um prefácio de autor, gênero textual aqui entendido como um espaço de "projeções". The interest received in literary studies has noticeably increased since the second half of the last century, especially by Hans Robert Jauss on the reception and for reading, Wolfgang Iser in Germany and Umberto Eco in Italy. In this respect especially the work on literary reading, we verify that the reflection focuses mainly about which mode are configured textual cooperation mechanisms, i.e., all the necessary conditions for success in reading. However, since the beginning of our century, we notice a growing interest in the research on the ways that could integrate also things from different natures, not necessarily textual, that is to say, empirical readers and their reading contexts. Adopting this trend we analyze the possible "actualization" of the Reader (s) Model using a preface of a writer, in a preface author, a textual kind that we take as a space "projections". L'intérêt pour la réception dans les études littéraires s'accentue à partir de de la deuxième moitié du siècle dernier, notamment par les travaux de Hans Robert Jauss sur la réception et, sur la lecture, ceux de Wolfgang Iser en Allemagne, et de Umberto Eco en Italie. Sur ce qui a trait plus particulièrement aux travaux au sujet de la lecture littéraire, nous vérifions que la réflexion se focalise surtout à propos du mode par lequel sont configurés textuellement les mécanismes de coopération textuelle, autrement dit, l'ensemble des conditions nécessaires de réussite dans la lecture. Cependant, à partir des débuts de notre siècle, nous observons l'intérêt croissant de la recherche dans la discipline qui puisse intégrer aussi à la réflexion d'autres éléments, non forcément textuels, c'est-à-dire, les lecteurs empiriques et leurs contextes de lecture. Dans cette mouvance nous analysons les possibilités d'actualisation du Lecteur(s)-Modèle dans une préface d'auteur, genre textuel que nous comprenons en tant qu'un espace de "projections".

Artykuł przedstawia doświadczenie czytelnicze jednostki z perspektywy dydaktyki literatury. Analogia czytania i podróży służy postawieniu pytań o wolność ucznia jako czytelnika, prywatność i niepowtarzalność indywidualnego aktu lektury i miejsce tego aktu w procesie edukacji, co prowadzi do pytania podstawowego: czy czytelnik potrzebuje szkoły? W centrum rozważań odwołujących się do prac Certeau, Izera, Nietzschego znalazły się następujące problemy: zmiana statusu oraz funkcji literatury we współczesnym życiu społecznym i indywidualnym; odmowa czytania, utrwalanie postawy bierności przez praktyki edukacyjne; utożsamianie wiedzy o literaturze z doświadczeniem jej odbioru. Wnioski koncentrują się wokół redefiniowania celów kształcenia literackiego, ukazywania czytania jako potrzeby egzystencjalnej, czytelniczej wolności i odpowiedzialności; roli szkoły w budowaniu czytelniczych kompetencji oraz zakresu i formy działań nauczyciela. Autorka postuluje zmiany strukturalne, które pozwoliłyby na wprowadzanie różnorodnych rozwiązań organizacyjnych i typów zajęć poświęconych literaturze. The article deals with teaching literature in the context of individual reading experience. Creating the analogy between reading and journey, questions are posed about the student’s freedom as reader, privacy and the uniqueness of the act of individual reading in the educational process. This culminates with the basic question of whether a reader needs school. The main analysis, supported by references to works of Certeau, Izer and Nietzsche, concentrates on the problems of change of status and function of literature in contemporary life, both social and individual, rejection of reading, preservation of passive attitude through educational routine and identification of knowledge about literature with the experience of its reception. Conclusions concentrate on redefinition of the aims of literary education, presentation of reading as an existential need and also deal with the reader’s freedom and responsibility, the role of school in building the reader’s competence, as well as with the range and form of the teacher’s activity. The author postulates structural changes which would allow introduction of a variety of organizational solutions and classes focusing on literature.

Bu araştırma, gençlik romanlarının okunmasının okuma tutumuna, okuma stratejisi kullanımına, okuma hızına, okuduğunu anlamaya; değerlere verilen ağırlığa etkisini tespit etmek ve deneysel süreçte okuma malzemesi olarak kullanılan gençlik romanlarında aktarılan değerleri belirlemek amacıyla gerçekleştirmiştir. Çalışmada ön test-son test deney ve kontrol gruplu deneysel desen kullanılmıştır. Veriler, nicel araştırma teknikleri kullanılarak toplanmış ve incelenmiştir. Bunun yanı sıra nitel araştırma tekniklerinden betimsel analiz de öğrenci ve öğretmenlerin yarı yapılandırılmış görüşme formlarına verdikleri cevapları analiz etmek ve okutulan gençlik romanlarını değerler bakımından incelemek için kullanılmıştır. Araştırma, 2010-2011 eğitim-öğretim yılının birinci döneminde, Kırşehir ili merkezinde yürütülmüştür. Deney grubu olarak Prof. Dr. İlhan Kılıçözlü Fen Lisesinden iki (17), (16); kontrol grubu olarak Kırşehir Anadolu Öğretmen Lisesinden bir onuncu sınıf (17), SBS puanları dikkate alınarak atanmıştır. Deney ve kontrol gruplarına ön test olarak okuma tutum ölçeği (OTÖ), Okuma Stratejisi Kullanımını Belirleme Ölçeği (OSKBÖ), İnsani Değerler Ölçeği (İDÖ), değerlere verilen önemi ve ağırlığı belirmeye dair formlar; öğrencilerin okuma hızlarını belirlemek için farklı tür metinler; ayrıca bu metinlere ilişkin başarı testleri uygulanmıştır. Deney gruplarına, 13 haftalık bir zaman diliminde 10 gençlik romanı okutulmuştur. Deneysel sürecin tamamlanmasının ardından aynı ölçekler, ön testte kullanılan metinlere eş değer metinler ve bu metinlere ilişkin başarı testleri son test olarak uygulanmıştır. Elde edilen verilerin incelenmesinde SPSS 15 ve Lisrel 8.80 yazılımları kullanılmıştır. Araştırma sonucunda deney gruplarının okumaya olan tutumlarının, okuma hızlarının ve okuduklarını anlama düzeylerinin olumlu ve anlamlı yönde arttığı belirlenmiştir. Ayrıca deney gruplarının değerlere verdiği önem sırasında ve ağırlıkta da değişmeler gözlenmiştir. Öbür taraftan okuma stratejilerinin kullanımında deney grupları lehine bir fark elde edilse de bu fark, anlamlı değildir ve deneysel sürecin deneklerin İnsani Değerler Ölçeğinden elde ettiği puanlarda da belirgin bir farka neden olmadığı belirlenmiştir. Bununla birlikte deneysel süreçte kullanılan gençlik romanları, Sosyal Bilgiler Dersi Öğretimi Programında ortaya konulmuş değerler sınıflaması esas alınarak incelenmiştir. Romanlarda sevgi, dürüstlük, aile birliğine önem verme, bilimsellik ve hoşgörü değerlerinin işlenme sıklığının daha fazla olduğu; bağımsızlık, vatanseverlik, duyarlılık, barış, misafirperverlik ve estetik gibi değerlere daha az yer verildiği tespit edilmiştir. This study has been done to determine the effects of reading juvenile fictions on reading attitude, use of reading strategies, reading speed, comprehension and significance given to the values and to determine the values transmitted in the juvenile fictions that were used as the reading materials during the experimental process. In the study itself, pretest-posttest design with both experimental and control groups was used. The data was gained and studied via quantitative research techniques. Besides, descriptive analysis, one of the qualitative research techniques, was also used to study the answers of teachers and students to the questions in a semi-structured questionnaire and to investigate the previously read juvenile fictions in terms of values. The process of research was carried out in the city of Kırşehir in the first semester of the 2010-2011 academic years. As the experimental group, two tenth grade classes (17), (16) from Prof. Dr. İlhan KILIÇÖZLÜ Science High School and as the control group one tenth grade class (17) from Kırşehir Anatolian Teacher Training High School were chosen considering their SBS (High School Placement Test) results. As pre-test for the experimental and control groups, Reading Attitude Scale (RAS), Determination of Reading Strategy Scale (DRSS), Humanistic Values Scale (HVS), forms to determine the significance given to the values, different kind of texts to determine the reading speed of students, and also achievement tests related to these texts were used. The experimental groups were made to read ten juvenile fictions in 13 weeks' time. After completing the experimental process, the same scales, similar texts to the ones in pre-test and the achievement tests related to these texts were used as post-test. To analyse the gained data, SPSS 15 and Lisrel 8.80 software were used. At the end of the research, it was seen that students' attitude toward reading, their reading speed and their level of comprehension has increased in a positive and meaningful way. Moreover, there are changes in the order of significance given to the values by the experimental groups. On the other hand, in use of reading strategies, although there is a difference in favour of the experimental groups, this difference is not noteworthy and this experimental process did not cause a remarkable difference in the points obtained in the Humanistic Values Scale. The juvenile fictions used in the experimental process were also examined according to the classification presented in Social Science Course Curriculum. In the fictions, it has been confirmed that love, honesty, unity of family, being scientific and tolerance are covered more often than the values such as independence, patriotism, sensitiveness, peace, hospitality and aesthetic.

On the global relations between literature and media, the Internet emerges as a medium for the dissemination and reading of literary work. This method of disclosure ultimately demonstrates the subject´s need to share his thoughts on politics, philosophy, art, and express his literary tastes through writing. Regarding the latter, Web surfers use blogs, our object of study, to disseminate both poems by renowned authors of the literary canon as well as their own poems. Thus, in an analytical perspective about the way the reading of poetry in that medium happens, theoretical notions of the reader were taken in consideration, support, reading, blog and cyberspace, through recent studies on the relationship between the reader and the medium used to read considering that when the support changes, the reading forms change, besides the theoretical regarding cyberculture. This dissertation aims to understand how poetry reading occurs in the blogs, reflecting the way they circulate, as they are read and approved in cyberspace, on the view that poetry is gaining readers and being a motivational tool for its reading. For this purpose, we created a blog to supporte our analysis. Considering the popularity of blogs and resources, we bring this support as an additional tool for the poetry reading in schools, creating theoretical and methodological alternatives to help teaching process and reading of poetry on this medium, using as a strategy the construction of other blogs by high school students, which are coordinated during a certain period, through a research, at times, based on ethnographic research. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES No panorama mundial das relações entre literatura e mídia, a Internet surge como mais um suporte para a divulgação e leitura da obra literária. Este meio de divulgação acaba por demonstrar a necessidade de o sujeito partilhar, através da escrita, seus pensamentos sobre política, filosofia, arte, além de expressarem seus gostos literários. A respeito destes últimos, os internautas utilizam blogs, nosso objeto de estudo, para divulgarem tanto poemas de autores consagrados pelo cânone literário como também, seus próprios poemas. Assim, numa perspectiva de análise a respeito da forma como se dá a leitura de poesia nesse suporte, tomamos como referencial teórico as noções leitor, suporte, leitura, ciberespaço e blog, por meio dos estudos recentes sobre as relações entre o leitor e o meio utilizado para a leitura em que se compreende que, quando muda o suporte, mudam-se as formas de ler, além de aporte teórico no que se refere à cibercultura. Buscamos, então, nesta dissertação, perceber como ocorre a leitura da poesia nos blogs, refletindo de que maneira eles circulam, como são lidos e recepcionados no ciberespaço, na perspectiva de que a poesia vem ganhando leitores e sendo instrumento motivador para sua leitura. Para isso, criamos um blog para fundamentar nossas análises. Visto a popularidade dos blogs e seus recursos, trazemos esse suporte como mais um instrumento para a leitura da poesia em contexto escolar, criando alternativas teóricometodológicas que auxiliem no processo de ensino e leitura da poesia neste mesmo suporte, utilizando como estratégia a indicação de construção de outros blogs por alunos do Ensino Médio, sendo estes coordenados durante certo período, por meio de uma pesquisa, em alguns momentos, de base etnográfica.

Màster de Recerca en Didàctica de la Llengua i la Literatura, Màster, Universitat de Barcelona. Facultat de Formació del Professorat, curs: 2009-2010, Director: Antonio Mendoza Fillola, [spa]En este trabajo final de máster recogemos el concepto de indeterminaciones de la estética de la recepción del teórico Wolfgang Iser, para transformarlo en un criterio teórico y pedagógico que oriente a docentes de secundaria a la hora de proponer y construir cánones escolares de lectura. Es así como realizamos una transposición didáctica que va del campo de la crítica literaria al ámbito de una didáctica específica que denominamos, lectura literaria. Identificamos en las relaciones de intertextualidad y la presencia de "voces" o diálogos en los textos narrativos, cualidades que colocan a los potenciales lectores-estudiantes ante indeterminaciones o vacíos, que exigen una participación activa y creativa en la lectura. Para ilustrar estos procesos de puesta al día de textos literarios, analizamos dos cuentos que se constituyen en una propuesta didáctica concreta, demostrando así que la enseñanza literaria es ante todo el espacio o lugar de una relación interactiva., [cat] En aquest treball final de màster recollim el concepte de indeterminacions de l'estètica de la recepció del teòric Wolfgang Iser, per transformar-lo en un criteri teòric i pedagògic que orienti a docents de secundària a l'hora de proposar i construir cànons escolars de lectura. És així com realitzar una transposició didàctica que va del camp de la crítica literària a l'àmbit d'una didàctica específica que anomenem, lectura literària. Identifiquem en les relacions d'intertextualitat i la presència de "veus" o diàlegs en els textos narratius, qualitats que col.loquen als potencials lectors-estudiants davant indeterminacions o buits, que exigeixen una participació activa i creativa en la lectura. Per il lustrar aquests processos de posada al dia de textos literaris, analitzem dos contes que es constitueixen en una proposta didàctica concreta, demostrant així que l'ensenyament literaria és sobretot l'espai o lloc d'una relació interactiva., [eng] In this final dissertation the concept of indeterminate collect the aesthetics of reception theorist Wolfgang Iser, transforming it into a theoretical and pedagogical approach to guide high school teachers when school fees propose and build reading.Thus, we perform a didactic transposition is the field of literary criticism within the scope of a specific didactic call, literary reading. Identified in the intertextual relations and the presence of "voices" or dialogues in the narrative; qualities that put potential readers-students to uncertainties or gaps, which require active and creative participation in reading.To illustrate the updating process of literary texts, we ana- lyze two short stories that constitute a specific didactic approach, demonstrating that literary education is primarily the space or place of an interactive relationship.

Studies have shown that in everyday school activities the predominating forms of learning are characterized by individualism and competition. Such atmosphere of individualism and competition can hardly have a positive influence on the development and stimulation of students’ competence in teaching literature. The focus of interactive learning is not only on cognitive competences, which the traditional teaching insists on, but also on the emotional, social and working competences, which are developed in the process of reception and interpretation of literary and artistic texts. This paper presents the results of experimental research of the effects of interactive learning on the development of students’ reading skills in teaching literature. The effects of interactive learning are expressed through a higher degree of development of cognitive, emotional, social and working competences of students., Istraživanja su pokazala da u svakodnevnim školskim dešavanjima dominiraju oblici učenja koje karakteriše individualizam i takmičenje. Teško da atmosfera individualizma i takmičenja može uticati na razvijanje i podsticanje kompetencija učenika u nastavi književnosti. Fokus interaktivnog učenja nije samo na kognitivnim kompetencijama na čemu insistira uobičajena nastava nego i na emocionalnim, socijalnim i radno-akcionim kompetencijama. U radu su prezentovani rezultati eksperimentalnog istraživanja uticaja interaktivnog učenja na razvijenost kompetencija učenika u nastavi književnosti. Efekti interaktivnog učenja ispoljavaju se kroz veći stepen razvijenosti kognitivnih,emocionalnih, socijalnih i radno-akcionih kompetencija učenika.

ÖZET Bu tezde sunulmak istenen konu, bir süreç içinde öğrencilere edebi metin okuma ve yorum yapma olgusunu geliştirmeye yönelik olarak düzenlenen araştırmadan elde edilen gözlem, uygulanan sınıf teknikleri ve sonuçta toplanan verilerin analizidir. Herkesçe bilindiği gibi edebiyat dersleri edebi metni okuma, anlama ve yorum üretme olgularının bir bütünüdür. Ülkemizde yabancı dille ( özellikle İngilizce ile ) eğitim yapan orta ve lise düzeyindeki okullarda okuma derslerinde İngiliz Edebiyatı metinleri kullanılmaktadır. Bu derslerde öretmenler çoğu kez öğrencilere verilen metinleri nasıl algılayıp, yorum getireceklerini öğretmek yerine metnin yazıldığı dönem, yazarın üslup özellikleri gibi birtakım ezber bilgiler sunmaktadırlar. Öğrencileri metni anlamak yerine ezbere yönelten bu öğretim tarzının temelinde üniversitelerin İngilizce Öğretimi bölümünde öğretmen adayı öğrencilere edebi metne farklı yaklaşım ve yorum metotlarının öğretilmemesidir. Dolayısı ile üniversite düzeyindeki öğrencilerin okuma alışkanlığı, analitik düşünme ve yorum üretebilme yetenekleri eksik kalmaktadır. İşte biz de birer araştırmacı ve eğitimci olarak görev yapmakta olduğumuz Trakya Üniversitesi Eğitim Fakültesi Yabancı Diller Bölümü öğrencilerinde bu tür problemlerin varlığını saptadık, öğrencilerin bu problemlerini çözebilmek için bir araştırma düzenledik. Araştırmayı daha sağlam bir temele oturtmak için edebi metin analizi ile ilgili anlatıları açıklayan, anlamları değerlendiren çeşitli yirminci yüzyıl eleştiri ve yorum kuramlarından fenomenoloji, yapısalcılık ve okur-merkezli eleştiri kuramını yönlendirici kuramlar olarak seçtik. Bu kuramların seçimi ilk bölümde sunduğumuz okur-yazar-metin arasında kurduğumuz ilişki sonucu düzenlediğimiz `okuma süreci` 'ne bağlı olarak yapılmıştır. Araştırmada, bu kuramlar ışığı altında bazı sınıf teknikleri düzenlenmiş ve üçüncü sınıf öğrencilerine Edebiyat Dersi dahilinde uygulanmıştır. Elde edilen veriler niteliksel olarak değerlendirilmiştir. Ill ABSTRACT The subject which is to be presented in this thesis, is the observations, classroom techniques and the data gathered as a result of the research which was conducted during 1996-1997 academic year in ELT Department of Education Faculty at Trakya University. The aim of the research was to improve students' literary text reading and analyzing abilities with the help of literary theories. In our country, in private and Anatolian High Schools, teachers use literary texts in reading courses. In these courses, most of the times, the teachers present the students some historical and authobiographical background knowledge, instead of teaching them how to comprehend and respond a text. In the very depths of this kind of literary text teaching methods there lies the problem of not teaching the student-teachers different approaches and methods and thus, not letting them gain their own interpretative skills during university education. As a result, the university- level students lack reading, analyzing and interpreting skills. With the same problem, we, as researchers and lecturers, faced with at Trakya University. After determining some specific problems of our students, we held a research. In order to settle our study on firm basis, among the 20th. Century theories, we selected three literary theories: phenomenology, structuralism and reader's response. The selection of these was done according to the `reading process` which was done established as a result of writer-text-reader relationship presented in Chapter. 1. Under the light of these theories, some classroom techniques were applied to 25 third year ELT students and the data was evaluated qualitatively. 114