آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 108 |
| تعداد مقالات | 1,228 |
| تعداد مشاهده مقاله | 1,146,423 |
| تعداد دریافت فایل اصل مقاله | 1,004,962 |
The Interpretation of “Mocking Bird” in To Kill a Mocking Bird in Reader Response Criticism Framework | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 11، دوره 9، شماره 1، تیر 2021، صفحه 201-215 اصل مقاله (481.6 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.26911.1191 | ||
| نویسندگان | ||
| Saeid Rahimipour* 1؛ Mohammad Reza Khodadust2 | ||
| 1Assistant Professor, of English Language and Literature, Department of English, Farhangian University, Tehran, Iran | ||
| 2Assistant professor of Teaching English as a Foreign Language, Department of English, Farhangian University, Tehran, Iran | ||
| چکیده | ||
| Literary works have been interpreted differently depending on the interpreter’s mindset and outlook. This study has launched an attempt to interpret the representation of the “Mocking Bird” in To Kill a Mocking Bird. Initially, a total number of 30 English majors studying at Farhangian University of Ilam were selected through convenience sampling. They were, then, provided with the PDF version of the novel, and after a few weeks’ interval of reading time, the participants were exposed to the filmed version of the story. Thereafter, using Reader Response Theory, they were asked to write their comments, impressions, and views of whom, which, or what the “mocking bird” of the novel may be. The qualitative/quantitative content analysis of their writings revealed some fascinating interpretations regarding the representation of the “Mocking Bird’s” paragons in the novel. The final part of the paper discusses the findings and their implications which revealed fascinating information in this regard. | ||
| کلیدواژهها | ||
| Interpretation؛ Outlook؛ To Kill a Mocking Bird؛ Reader Response Theory؛ Novel | ||
| مراجع | ||
|
Banks, J. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks, & C. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 3–29). San Francisco, CA: Jossey-Bass. Beach, R. (1993).A teacher's introduction to reader-response theories. USA, University of Minnesota. Borsheim, B. C. (2015). It’s pretty much white: Challenges and opportunities of an antiracist approach to literature instruction in a multilayered white context. Research in the Teaching of English, 49(4), 407-429. Carlisle, A. (2000). Reading logs: An application of reader response theory.ELT Journal, 54(1), 12-19.
Duinen, V. V. D., & Schoon-Tanis, K. (2015). Who are our Mockingbirds? Participatory literacies in a community-wide reading program. Journal of Language and Literacy Education,11(1), pp.128-136. Duinen, V. V. D., & Bolhuis, A. (2016). Reading to kill a Mockingbird in community: Relationships and renewal. English Journal, 105(3), 81–87.
Eagleton, T. (1983).Literary theory: An introduction. Oxford, UK: Basil Blackwell Publishers Ltd.
Eliana, G., & Harold, C. (2015).Applying the reader-response theory to literary texts in EFL-pre-service teachers’ initial education. English Language Teaching,8(8), 187-198.
Gladwell, M. (2009). Outliers: The story of success. New York: Little, Brown, and Co.
Haningrum, N. H. (2018). Racial Segregation and Inequality over the Afro-American Community in Southern America Reflected In Kathryn Stockett’s The Help (Sociological Approach), Unpublished M.A. Thesis, Muhammadiyah University of Surakarta.
Haugen, M. (2018) The Child’s Perspective in to Kill a Mockingbird and the Kite Runner, Unpublished M.A. Thesis, The Arctic University of Norway.
Holmes, S. (2015). Cross-examining to kill a Mockingbird: Three questions raised by go set a Watchma. Language Arts Journal of Michigan, 31(1), 58-61.
Iser, W. (2000), The Range of Interpretation, New York, Columbia: UP.
Itisnawati, R. K. (2009). Implementing reader-response theory: An alternative way of teaching literature research report on the reading of booker T. Washington's up from slavery. Journal of English Education,3(1), 1-14.
Kurniawan, R. S., & Amin Khudlori, S. S. A. (2018). Portrait of racism in the Southern America reflection in Harpper Lee’s novel to kill a Mocking Bird, Culture, 5(1),117-143.
Lee, H. (1993). To kill a Mocking Bird. New York: Harper Collins books.
Liu, X., & Zhang, L. (2015).On the symbolic significance of to kill a Mockingbird.US-China Education Review, 5(4), 278-282.
McAdam, R. H. (2018). The cross-examination of Mayella Ewell.Alabama Law Review, 69(3), 579-593.
Mitchell, D. (1993). Reader response theory: Some practical applications for the high school literature classroom.Language Arts Journal of Michigan, 9(1), 41-53.
Murray, S. (2018). The ambiguities of inclusion: Disability in contemporary Literature. In C. Barker & S. Murray (Eds.), The Cambridge companion to literature and disability. (pp. 90-103). Cambridge: Cambridge University Press.
Rahimipoor, S. (2011). The ambiguity of self and identity in Pinter's comedy of Menace. European Journal of Scientific Research, 58(4), 593-598. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
Sullivan, G. J. (2017). Children into men: Lawyers and the law in three novels.The Catholic Lawyer, 37(1), 29-43.
Tement, T. (2017).First Person Narrator’s Mind Style in Slovenion Translations of the Novel to Kill a Mocking Bird. Unpublished M.A. Thesis, Univerza v Maribora.
Vinu, J. C. (2017). An analysis of social institutions in shaping the worldview of characters in Harper Lee’s to kill a Mockingbird. Language in India, 17(5), pp. 343-352.
| ||
|
آمار تعداد مشاهده مقاله: 706 تعداد دریافت فایل اصل مقاله: 680 |
||