TRAINING OF AN IMPLIED READER AS A GOAL FOR LITERARY EDUCATION AT TERTIARY LEVEL

Mariia Foka

Abstract


New goals for literary education at tertiary level have been emphasised from the perspective of the secondary school reform in Ukraine. A literature teacher’s meta objective is to educate “an implied reader” who is able to perceive and understand a literary work accurately, and who has a competency for the adequate analysis of artistic tools and means to establish the message of a literary work implied by its author. This paper aims at examining the issue of the training of an implied reader as a goal for contemporary literary education. The receptive poetics is claimed to be an essential component of the analysis of the implicit meanings in a literary work. The mechanism of the implicit meanings generation is described in the process of the reader’s reception actualisation. Modelling how the reader’s associations emerge also requires the application of psychological tools (namely the reverse funnel effect). The strategy of slow reading allows to deeply specify every artistic tool and significant detail, and the analysis of their functionality allows readers to understand the mechanism of the main message creation. The awareness of the importance of the above mentioned methodological approach opens up new research perspectives, with the methodology for a literary work academic analysis being one of the most urgent.


Keywords


higher education; literary education; implied reader; literary work; the receptive poetics; slow reading; systemic approach; psychological tools

Full Text:

PDF

References


Baldick, Ch. (2001). The Concise Oxford Dictionary of Literary Terms (2nd ed.). New York, Oxford University Press.

Bondarenko, Yu. (2017). Predmetotsentryzm u vykladanni literatury [The centralism of the subject in the literature teaching]. Dyvoslovo, 4, 15–18.

Charters, A. (Ed.). (2003). The Story and Its Writer: An Introduction to Short Fiction (6th ed.). Boston, Bedford/St. Martin’s.

Czurganova, E. A. (Ed.). (2004). Zapadnoe literaturovedenie XX veka: jenciklopedija [West literary studies of the XX century: encyclopedia]. Moscow, Russia: Intrada.

Dolinin, K. A. (2007). Interpretacija teksta. Francuzskij jazyk [Text interpretation. The French Language] (3rd ed.). Moscow, URSS.

Gal'perin, I. R. (2007). Tekst kak objekt ligvisticheskogo issledovanija [Text as an object of the linguistic research]. Moscow, Russia: KomKniga.

Iglesias, K. (2005). Writing for Emotional Impact: Advanced dramatic techniques to attract, engage, and fascinate the reader from beginning to end. Livermore, CA: WingSpan Press.

Kaida, L. G. (2005). Stilistika teksta: ot teorii kompozicii – k dekodirovaniju [Text stylistics: from theory to decoding] (2nd ed.). Moscow, Russia: Flinta.

Klochek, H. (1986). “Dusha moia sontsia namriiala…”: poetyka «Soniachnykh klarnetiv» Pavla Tychyny [“My Soul has dreamed the Sun”: poetics of “Clarinets of the Sun” by Pavlo Tychyna]. Kyiv, Ukraine: Dnipro.

Klochek, H. (2017). Umilo zdijsnena intehratsiia iak shans do vidrodzhennia literaturnoi osvity v Ukraini [Efficient integration as a chance for revival of literary education in Ukraine]. Vsesvitnia literatura v suchasnij shkoli, 1, 3–8.

Klymenko, V. (2006). Psykholohiia tvorchosti [Psychology of art]. Kyiv, Ukraine: Tsentr navch. l-ry.

McKee, R. (1997). Story: Substance, Structure, Style, and the Principles of Screenwriting. USA, ReganBooks: HarperCollins Publishers.

Movchan, R. (2017). Literaturna osvita v ukrainskij zahalnoosvitnij shkoli: suchasnyi stan, vyklyky realnosti, reformuvannia [Literary education in the secondary school: current practices, challenges of the reality, and reforming]. Dyvoslovo, 1, 2–6.

Müller, V. K. (2001). Modern English-Russian Dictionary. (8th ed.). Moscow, Russia: Russky Yazyk Publishers.

Mykytiuk, V. (2017). “Konechnist' reformy uchinnia ukrains'koi literatury…” [“The extremity of the Ukrainian literature education reform…”]. Dyvoslovo, 4, 2–11.

Newkirt, T. (2012). The Art of Slow Reading: Six Time-Honored Practices for Engagement. Portsmouth, NH: Heinemann.

Pakharenko, V. (2017). “Schob slovo plamenem vzialos'...” (Kil'ka mirkuvan' pro onovlennia literaturnoi osvity) [“To put the word is on fire…” (A few reflections on the renovating of the literary education)]. Dyvoslovo, 4, 12–14.

Seger, L. (2011). Writing Subtext: What Lies Beneath. Studio City, CA, Michael Wiese Productions.

The new Ukrainian school: conceptional principles of secondary school reform (2016). Ministry of Education and Science of Ukraine. Retrieved 15 August, 2017 from http://mon.gov.ua/%D0%9D%D0%BE%D0%B2%D0%B8%D0%BD%D0%B8%202017/02/17/book-final-eng-cs-upd-16.01.2017

Tokman', H. (2017). Ukrains'ka literaturna osvita: z pohliadu vichnosti i v konteksti s'ohodennia [The Ukrainian literary education: from the eternity viewpoint and in the context of nowadays]. Dyvoslovo, 3, 2–6.

Tresidder, J. (2001). Slovar' simvolov [Dictionary of symbols]. Moscow, Russia: Grand, FAIR-PRESS.

Urnov, D. (1971). Mysl' izrechennaya i skrytaya (o podtekste v sovremennoy proze) [Thought spoken and implicit (On subtext in contemporary prose)]. Voprosy literatury, 7, 52–72.

Weston, J. (2003). The Film Director’s Intuition: Script Analysis and Rehearsal Techniques. Studio City, CA: Michael Wiese Productions.




DOI: https://doi.org/10.20535/2410-8286.109874

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Mariia Foka

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)