Reader Response Theory In China: A Systematic Review Of Instructional Approaches

Abstract

This paper systematically reviews the application of reader response theory in the teaching of TEFL (Teaching English as a Foreign Language) in China. Reader Response Theory emphasises the subjectivity and creativity of readers in the reading process, and asserts that the meaning and value of a literary work is constructed by the reader's reading experience, feelings and understanding. The theory provides new perspectives and methods for TEFL, especially showing significant value in promoting students' subjectivity, intercultural communicative competence and language use ability. The article analyses in detail the application of reader-response theory in reading teaching, listening teaching and writing teaching, while pointing out the challenges in practice, such as cultural differences and students' reading ability differences, and proposing corresponding coping strategies. These strategies include emphasising the introduction of cultural background knowledge, respecting students' individual differences and stimulating students' interest in reading, etc., aiming to improve teaching effectiveness and promote the innovation and development of TEFL. Through the discussion in this paper, it is expected to stimulate more educators to pay attention to and study the reader response theory, and jointly promote the improvement of English teaching quality.