Öz
Yeni eleştiri kuramına bir yanıt olarak ortaya çıkan okur-tepki teorisi, odak noktasını metinden okura taşıyarak yeni bir bakış açısı getirmiştir. Okuyucu edilgen taraf olmaktan çıkarak etken bir rol üstlenmiş ve anlam yaratma sürecine bizzat dâhil olmuştur çünkü okuma eylemi, karakterlerin deneyimlediklerini ve hissettiklerini okurun onlarla birlikte tecrübe ettiği bir süreçtir. Bu bağlamda metin ve okur bir etkileşim içine girmiştir. Anlam, bu duruma bağlı olarak böylesi bir etkileşimden üretilmektedir. Buna istinaden anlam, bakış açısı ve yorum çeşitliliği okuma sürecinde mümkün olmaktadır. Bir metnin her okuması farklı yorumları ortaya çıkarmaktadır. Toplumsal, dinî, siyasi, psikolojik ve kültürel faktörler ve bir okuyucunun geçmişi olası bir yorumlamayı etkileme anlamında büyük bir potansiyele sahiptir. Yorumlayıcı bir topluluğun özellikleri böylesi bir anlam yaratma sürecinde bu noktada etkilidir. Bu çalışma bu bağlamda okur-tepki eleştiri kuramını İser’in imalı okur ve repertuar kavramlarına spesifik göndermeler üzerinden tartışacak ve ilgili kuramı Robert Browning’in "My Last Duchess" şiiri üzerinde uygulamalı olarak gösterecektir.
Anahtar Kelimeler
Okur-tepki teorisi şiir eleştiri kuramı My Last Duchess Robert Browning
Kaynakça
- Bleich, David (1975). “The Subjective Character of Critical Interpretation”. College English, 36/7: 739-755.
- Bleich, David (1978). Subjective Criticism. Baltimore: John Hopkins.
- Bloom, Harold (2000). Comprehensive Research and Study Guide: Robert Browning and Bloom’s Major Poets. Ed. Harold Bloom. New York: Infobase.
- Browning, Robert (2012). “My Last Duchess”. The Norton Anthology of English Literature. Ninth Edition. Vol. 2. New York: W. W. Norton.
- Çubukçu, Feryal (2007). “Reader Response Theory in the Classroom”. Licus, 3: 67-73.
- D’haen, Theo (1983). Text to Reader: A Communicative Approach to Fowles, Barth, Cortazar and Boon. Amsterdam: Benjamins.
- Dias, P. (1994). “Using literature in Middle School Classrooms”. Curriculum Planning in the Language of Arts K-12: An Holistic Perspective. Eds. M. C. Courtland and T. J. Gambell. North York, ON: Captus, 177-192.
- Fish, Stanley (1976). “Interpreting the ‘Variorum’”. Critical Inquiry, 2/3: 465-485.
- Gadamer, H. Georg (2000). Truth and Method. Trans. by Weinsheimer & D. Marshall. New York: Continuum.
- Harkin, Patricia (2005). “The Reception of Reader-Response Theory”. College Composition and Communication, 56/3: 410-425.
- Hawlin, Stefan (2002). The Complete Critical Guide to Robert Browning. London: Routledge.
- Holub, Robert C. (1984). Reception Theory: A Critical Introduction. London and New York: Methuen.
- Iser, Wolfgang (1974). “The Reading Process: A Phenomenological Approach”. The Implied Reader. Baltimore: John Hopkins UP, 274-294.
- Iser, Wolfgang (1978). The Act of Reading: A Theory of Aesthetic Response. Baltimore: John Hopkins UP.
- Jauss, Hans Robert (1982). Toward an Aesthetic of Reception. Trans. Timothy Bahti. Minneapolis: University of Minnesota Press.
- Many, J. E. & Wiseman, D. L. (1992). “Analyzing Versus Experiencing: The Effects of Teaching Approaches on Students’ Responses”. Reader Stance and Literary Understanding: Exploring the Theories, Research and Practice. Eds. J. Many and C. Cox. Notwood, NJ: Ablex, 25-276.
- Purves, Alan C. (1979). “That Sunny Dome: Those Caves of Ice: A Model for Research in Reader Response”. College English, 40/7: 802-812.
- Rees, Dilys Karen (2003). “Gadamer’s Philosophical Hermeneutics: The Vantage Points and the Horizons in Readers’ Responses to an American Literature Text”. The Reading Matrix, 3/1: 1-17.
- Rosenblatt, Louise (1982). “The Literary Transaction: Evocation and the Response”. Theory into Practice, 21/4: 268-277.
- Ryan, Kathleen J. and Elizabeth J. Natalie (2001). “Fusing Horizons: Standpoint Hermeneutics and Invitational Rhetoric”. Rhetoric Society Quarterly, 31/2: 69-90.
- Selden, Raman et al. (2005). A Reader’s Guide to Contemporary Literary Theory. Essex: Prentice Hall.
- Tyson, Louis (2006). Critical Theory Today: A User-Friendly Guide. New York & London: Routledge.
From the Text to the Reader: An Application of Reader-Response Theory to Robert Browning’s "My Last Duchess"
Öz
Reader-response criticism as a reaction against new criticism has changed the focus from the text to the reader. The reader is no longer deemed a passive agent, but active, participating in the meaning-making process, as reading is a process during which the reader also experiences what the characters experience and feels with him/her. In this respect, the text and the reader interact with each other. Meaning is accordingly created out of this interaction and transaction. A multiplicity of meanings, perspectives and interpretations becomes possible in the process of reading. Each reading of a literary text produces different interpretations. Social, religious, political, psychological and cultural contextual factors and background of the reader have a strong potential to influence the interpretation. Accordingly, the characteristics of the interpretive community are influential in meaning-making. This study will, therefore, discuss reader-response criticism with specific emphasis on Iser’s theory (the implied reader and repertoire) and apply the reader-response theory to Robert Browning’s poem "My Last Duchess".
Anahtar Kelimeler
Reader-response theory Robert Browning poetry literary criticism My Last Duchess
Kaynakça
- Bleich, David (1975). “The Subjective Character of Critical Interpretation”. College English, 36/7: 739-755.
- Bleich, David (1978). Subjective Criticism. Baltimore: John Hopkins.
- Bloom, Harold (2000). Comprehensive Research and Study Guide: Robert Browning and Bloom’s Major Poets. Ed. Harold Bloom. New York: Infobase.
- Browning, Robert (2012). “My Last Duchess”. The Norton Anthology of English Literature. Ninth Edition. Vol. 2. New York: W. W. Norton.
- Çubukçu, Feryal (2007). “Reader Response Theory in the Classroom”. Licus, 3: 67-73.
- D’haen, Theo (1983). Text to Reader: A Communicative Approach to Fowles, Barth, Cortazar and Boon. Amsterdam: Benjamins.
- Dias, P. (1994). “Using literature in Middle School Classrooms”. Curriculum Planning in the Language of Arts K-12: An Holistic Perspective. Eds. M. C. Courtland and T. J. Gambell. North York, ON: Captus, 177-192.
- Fish, Stanley (1976). “Interpreting the ‘Variorum’”. Critical Inquiry, 2/3: 465-485.
- Gadamer, H. Georg (2000). Truth and Method. Trans. by Weinsheimer & D. Marshall. New York: Continuum.
- Harkin, Patricia (2005). “The Reception of Reader-Response Theory”. College Composition and Communication, 56/3: 410-425.
- Hawlin, Stefan (2002). The Complete Critical Guide to Robert Browning. London: Routledge.
- Holub, Robert C. (1984). Reception Theory: A Critical Introduction. London and New York: Methuen.
- Iser, Wolfgang (1974). “The Reading Process: A Phenomenological Approach”. The Implied Reader. Baltimore: John Hopkins UP, 274-294.
- Iser, Wolfgang (1978). The Act of Reading: A Theory of Aesthetic Response. Baltimore: John Hopkins UP.
- Jauss, Hans Robert (1982). Toward an Aesthetic of Reception. Trans. Timothy Bahti. Minneapolis: University of Minnesota Press.
- Many, J. E. & Wiseman, D. L. (1992). “Analyzing Versus Experiencing: The Effects of Teaching Approaches on Students’ Responses”. Reader Stance and Literary Understanding: Exploring the Theories, Research and Practice. Eds. J. Many and C. Cox. Notwood, NJ: Ablex, 25-276.
- Purves, Alan C. (1979). “That Sunny Dome: Those Caves of Ice: A Model for Research in Reader Response”. College English, 40/7: 802-812.
- Rees, Dilys Karen (2003). “Gadamer’s Philosophical Hermeneutics: The Vantage Points and the Horizons in Readers’ Responses to an American Literature Text”. The Reading Matrix, 3/1: 1-17.
- Rosenblatt, Louise (1982). “The Literary Transaction: Evocation and the Response”. Theory into Practice, 21/4: 268-277.
- Ryan, Kathleen J. and Elizabeth J. Natalie (2001). “Fusing Horizons: Standpoint Hermeneutics and Invitational Rhetoric”. Rhetoric Society Quarterly, 31/2: 69-90.
- Selden, Raman et al. (2005). A Reader’s Guide to Contemporary Literary Theory. Essex: Prentice Hall.
- Tyson, Louis (2006). Critical Theory Today: A User-Friendly Guide. New York & London: Routledge.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sanat ve Edebiyat |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Aralık 2020 |
| Yayımlandığı Sayı | Yıl 2020 Sayı: 7 |
Kaynak Göster
- Makale Dosyaları
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