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Application of Reader Response in Literary Pedagogy: A Case Study of English Literature Classroom at a Public Sector University, Pakistan

The current study aims to analyze the application of reader response theory in literature classrooms. It focuses on the potential reader response teachers at a public sector university, Pakistan and their questioning practices in classrooms based on Probst’s (1994) suggested model. Probst (1994) has given five model generic questions for reader response teachers. For this purpose a sample of three teachers of English Literature has been picked up through non probability purposive sampling method. Data is collected through recorded systematic class observation where focus was on the questions asked by the teachers. Substantial amount of literature related to reader response theory and its application in classroom is also discussed which supports the findings of this research. Through observation of teachers’ classes and analysis of data, researchers advocate the use of reader response teaching methods in literature classrooms at university level. The Study further concludes that the types of questions, teachers ask impact hugely the understanding of students. Data indicates that a classroom can only be reader response when students are given space, freedom and are encouraged to discuss and give answers of open ended questions. Study also suggests, teachers’ training and academic excellence also affect the degree to which a class can be reader response. So, it is necessary that teachers should be aware of reader response methods and the ways of its application in the classroom