This study can provide some pedagogical implications for English education in senior high schools. First of all, literary works can serve as another major teaching material in senior high school. For a long time, what is used to teach English in the classroom in most senior high schools is the textbook and sometimes the English magazines designed for the purpose of language learning, such as the Let’s Talk in English series and the Ivy League English series. The common features of these books are that most of the readings are general articles specially chosen or modified for the purpose of learning vocabulary and linguistic knowledge, as well as familiarizing students with the examination issues. Literary works have always been regarded as
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the supplementary reading materials or the outside reading in senior high school.
However, many researchers have argued that literature is precious authentic and motivating material, and its use in the classroom is rewarding because it gives students more opportunities to find out how the same theme could be explored in different contexts and different types of texts (Bagherkazemi & Alemi, 2010; Carter
&Long, 1991; Collie & Slater, 1987; Mckay, 1982). Carter (1988) believes that “ the juxtaposition of literary and non-literary discouses in the classroom emerges as a strong teaching recommendation” (p. 18). Students’ positive feedback on literary works in this study suggests that literature can serve as useful and powerful major language teaching resources in the classroom in additon to the textbook as it increases students’ motivation and pleasure in learning English. If motivated, students will pursue the text more enthusiastically and pay more attention to the ideas introduced and are more likely to learn the potential linguistic knowledge, as well as use them communicatively and accurately. Literary texts probably offer the richest source of verbal context, so when students encounter a word or some language difficulty in the literary works, their knowledge of the unfamiliar word or the language difficulty is rendered and enriched in the cultural-rich and meaning-generating contexts rather than in an isolated sentence or exercise drill. Teaching vocabulary or grammar in isolation usually fails to develop students’ ability to use it commuicatively and accurately; instead, an intersting, context-rich presentation of the target linguistic knowledge can more easily facilitate students to recognize the properties of the target structures, which in turn develops accuracy in the use of the target language and in communication (Long, 1991; Robinson, 1994; Williams, 1995). In other words, the inclusion of literature in the classroom teaching alongside other resources can provide
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more authentic and meaningful contexts in language learning, which will increse students’ interest and motivation.
Some teachers may agrue that literature contains numerous unfamiliar words and complicated language sturctures, which will hinder students’ comprehension and eliminate their interest in reading English books. In this study, it shows that
meticulously selecting literary works that are appropriate for the proficiency level of the students and contain discussable themes and moods increase students’ motivation and involvement. The discussions of the stories would be quite easily initiated with some questions relating to students’ interests and experience. When creating a non-threatening context in which students find the themes of the stories discussable and related to their personal life, students are more willing to express their own viewpoints and feelings freely. This further reinforces the contention that including literary works in classroom English teaching is feasible.
When teaching literature, the reader response approach outweighs the traditional methods in that it does not only facilitate students to understand the meaning of the text, but also encourages them to explore it using their own experiences and feelings to create their own meaning. The teaching of literary works should not be reduced to merely comprehending the authorial meaning and learning linguistic language;
instead, it has to be appreciated as a work of art, influencing students to think, to feel, to react, to negotiate and most importantly to reflect on it so as to make it part of their life experience. In reader response approach, a number of different activities can be carried out to trigger sparkles of thoughts and emotions in the students. In addition, due to the fact that there is no single correct interpretation of a piece of literary work, and that students’ diverse and vesatile opinions are appreciated and valued, the usual drawbacks of the traditional method of teaching literature, such as the fear of being
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critcized for not giving an accurate interpretation or the competition for the best interpretation, can be eliminated.
Next, the reader response approach serves as an effective way to develop students’ reflective thinking and personal growth. With the approach of the 12-year compulsory education, senior high school teachers are expected to engage students more in creative and reflective learning than just on linguistic knowledge and reading comprehension. To renovate the traditionally practiced methods and to implant critical thinking, students should be encouraged and trained to go beyond the surface meaning of the words. They should be instructed to look beyond the language to make
negotiation, evaluation and reflection. In the traditional teacher-dominated approach, these needs of the students are less catered for. In contrast, the reader response approach offers an alternative to satisfy students’ needs to actively construct knowledge by judging, negotiating and reflecting. Moreover, the reader response approach is student-centered and it encourages students to interact, collaborate and negotiate to work out their individual interpretations of the text. This creates a supportive environment for more participation and collaborative group work.
Lastly, to help students become confident, supportive and reflective learners, teachers should act as planners, guides, facilitators and supporters rather than dominators in the classroom. In reader response approach, the teacher plans the teaching procedures and activities, guides students to take active part in the activities, facilitates them to develop intrinsic motivation in learning, and gives them support to explore their potential. In other words, the role of teachers is to create a relaxed context for students to respond to the text actively and communicatively rather than providing them with the correct answers and overwhelming them with immense vocabulary and linguistic knowledge. To develop students’ creativity and reflexivity,
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teachers should give students a lot of opportunities to make reflection and to create their own interpretation of what they have learned.