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Reading as an interactive process: collaborative and psycholinguistic interactions for reading literature in the EFL classroom

Author Affiliations

  • 1University of Aberdeen, United Kingdom, Teaching staff member in the Department of English, Benghazi University, Libya

Res. J. Language and Literature Sci., Volume 6, Issue (3), Pages 16-26, September,19 (2019)


The main purpose of the present article is to situate the process of reading English literature in English as a Foreign Language (EFL) contexts within a perspective that integrates psycholinguistic and social constructivist views of language learning. Findings of second language acquisition (SLA) research in the past 20 years provided major accomplishments in the field. However, sociocultural perspectives were recently addressed as more effective. More specifically, this article views reading of literature in the EFL contexts as a process situated within the two contradictory fields: i. The positivist ontological view of psycholinguistic era that focuses the effect of the individual mind in learning. ii. The interpretivist paradigm of social constructivism that imposes the role of interaction and dialogic exchanges for learning. Accordingly, the article is organized in two parts. The first part manifests the views and issues of psycholinguistic era followed by the arrival of social constructivism in SLA. More specifically, the tension of the two debates is discussed followed by a complementary view of the two eras.


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