Application of Intertextuality in English Literary Works in Senior High School Students‘ English Reading

Authors

  • Maiyu Jin

DOI:

https://doi.org/10.54691/mx7fqx05

Keywords:

Intertextuality, literary works, senior high English teaching.

Abstract

Reading and appreciating literary works plays an important role in high school English quality education, which plays an important role in cultivating students' reading interest and improving students' reading quality. This article explores the application of intertextuality theory in the English reading practices of senior high school students. Preliminary findings indicate that while some students demonstrate a high level of proficiency in identifying overt intertextual references, others struggle to discern more subtle connections between texts. Moreover, students' interpretations of intertextuality often reflect their individual experiences, interests, and prior knowledge, highlighting the subjective nature of literary analysis. However, exposure to intertextuality theory and instructional strategies aimed at fostering intertextual awareness appear to positively influence students' reading comprehension and critical thinking abilities.

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References

Custodio, B. & M. J. Sutton. 1998. Literature-based ESL for secondary school students [J]. TESOL Journal, 7(5): 19–23.

Ali, S. 1993. The reader-response approach: An alternative for teaching literature in a second languag [J]. Journal of Reading 37(4): 288–296.

Vernitski, A. (2007). Developing an intertextuality-oriented fiction classification. Journal of Librarianship and Information Science, 39(1), 41-52.

Kristeva, J. 1980. Desire in Language: A Semiotic Approach to Literature and Art [M]. New York: Columbia University Press.

Harris, W. V. 1992. Dictionary of Concepts in Literary Criticism and Theory [M]. New York: Greenwood Press.

Venuti, L. (2009). Translation, Intertextuality, Interpretation. Romance Studies, 27(3), 157–173.

Certo, J. 2015. Poetic Language, Interdiscursivity and Intertextuality in Fifth Graders’ Poetry: An Interpretive Study. Journal of Literacy Research, 47(1), 49-82.

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Published

2024-06-25

Issue

Section

Articles

How to Cite

Jin, M. (2024). Application of Intertextuality in English Literary Works in Senior High School Students‘ English Reading. Frontiers in Humanities and Social Sciences, 4(6), 410-414. https://doi.org/10.54691/mx7fqx05

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