Language learning
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Abstract
For over 20 years studies in literary theory, linguistics and semiotics have been contributing with models which describe the role of readers and how they construct the meaning of a literary text. Most of these studies, however, assume an ideal figure who may not necessarily correspond to classroom reality. This paper proposes a framework offering a more democratic setting. Cognitively, the model is in line with studies which regard learning as a process of development and adjustment. Linguistically, it accommodates different levels of language proficiency comprehending both native and non-native speakers of the language of the text. Culturally, it stresses that the concept of sharedness depends on social praxis. Based on the theoretical assumptions brought about by developments in Language Awareness, the paper discusses the teacher's role in this setting and proposes Literary Awareness as an initial programme by means of which students become sensitised to the construction of verbal art.The author concludes by suggesting that, through the perception and manipulation of linguistic patterns in different texts, students are better placed to produce justifiable interpretations.