Suggesting a Framework of Reader-Response Aspects for English Language Instruction Using Story Picture Books

Purpose: The aim of this paper is to suggest a framework of reader-response aspects suitable for English language learners in an EFL setting which is necessary when teaching English using story picture books. Methods: The paper starts with the discussion of Rosenblatt (1985, 1994)'s reader-response theory. The frameworks of reader-response aspects suggested by various researchers (Hancock, 1993; Sipe, 2000, 2008) are then investigated and analyzed. In addition, what page break means and in what ways readers can respond to page break is examined. Through the analysis and synthesis of a relevant theoretical background, a new framework of reader-response aspects is drawn and suggested for teachers to use in English instruction to enable English language learners to express their responses more systematically and comprehensively. Results: The framework of reader-response aspects based on response perspectives has significance in that it facilitates English language learners to respond comprehensively in a range of perspectives, including settings, characters, events, theme, text language, illustration or visual elements, page break, making connections, author perspective, and creative response. Conclusion: This paper examined the significance of understanding and applying the frameworks of reader-response aspects in English language learning and instruction using story picture books.