RECEPCJA TEKSTU LITERACKIEGO W PROCESIE GLOTTODYDAKTYCZNYM
RECEPTION OF LITERARY TEXT IN THE GLOTTODIDACTIC PROCESS

Summary/Abstract: This article is a review of various approaches readers can take toward a literary text in a foreign language. Of all the many and varied ways of reading a text, some critics put special emphasis on the reader’s autonomy (sometimes even more than the author’s autonomy) in defining what a text means. They stress the context of the reader’s literary experiences. It is Bredella’s interactive model of interpreting a text which seems to be the most valuable one in the glottodidactic process. Considering a text as an open form (U. Eco), which contains the so-called “areas of blindness”, also seems to be a valuable approach. We also refer to J. Culler’s and R. Rorty’s demand to use the text in order to say something interesting, giving up the in-depth analysis. We mention the question of motivating through reading a literary text in the process of learning a foreign/second language.

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