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本研究旨在探討讀者回應法在高中英詩教學上的效益。在探討中著重在比較兩種教學模式──讀者回應模式與傳統教學模式──的成效，更各別以實驗組與控制組進行研究。其重點針對以下五項：(1)學生的英文學習動機(2)學生對英詩的興趣(3)學生的寫作能力(4)學生的語言能力(5)同儕的互動和師生間的互動。 依據Dias和Hayhoe（1988）的論點，自1930年代起，新文評（New Criticism）、結構主義（Structuralism）和後結構主義（Post-structuralism）即影響著英詩教學，然而這股文評思潮，隨著讀者反應理論的興起，逐漸式微。起而代之的是強調以讀者為中心，重視讀者與文本間的互動，並允許讀者對同一文學作品有不同詮釋的教學模式，此教學模式已成為文學教師樂於採用的教學法。 本研究採用Rosenblatt（1978）為首的理論與建議，輔以各種活動，導引高中生解讀英詩，以實證讀者回應教學模式的具體成效，暨測試傳統的教學模式。 此研究以台北市立大同高中兩班七十七位高一學生為研究對象。兩班學生分成實驗組和控制組，教授同樣英詩，在為期四個月的教學活動中，實驗組接受讀者回應的教學模式，並參與討論，回應研究者所設計的題目和活動。控制組則採用傳統的教學模式，教授文本內容、結構為主。兩組皆以學生的問卷調查、GEPT成績、學習單和研究者的訪談、觀察做為本研究分析的基礎。 經由資料分析，茲將本研究發現之摘要條列如下： 1.整體而言，讀者回應教學模式比傳統教學模式更具效果。 2.實驗組學生對英文學習動機高於控制組學生。 3.實驗組學生比控制組學生對英詩更具濃厚興趣。 4.實驗組學生的寫作能力優於控制組學生。 5.實驗組學生的整體語言能力高於控制組學生。 6.依據問卷與研究者觀察，實驗組同儕間的互動與師生間的互動皆較控制組更具活力。 本研究結論發現，讀者回應法對學生的英文學習動機、英詩的興趣、一般寫作、語言的能力和同儕、師生的互動皆有良好的成效。 / Though New Criticism, Structuralism and Post-structuralism have dominated literature teaching since 1930s, reader response approach with its emphasis on the interaction between the text and the reader, has come into prominence and made a great impact on teaching literature over the last two decades. This research aimed to investigate the effects of reader response approach on English poetry teaching at a senior high school in terms of the students’ motivation in English, interest in poetry, writing ability, language proficiency, interaction, and teaching modes. A total of seventy-seven 10th graders at Taipei Municipal Ta-tung Senior High participated in the study. They were divided into two groups: the experimental group (37 students) instructed in the reader response approach with diverse activities, and the control group (40 students) taught in the traditional way of teaching. The experiment was done once a week, within the four class periods in the whole semester from September 8, 2003 to January 9, 2004 with a total of sixteen weeks. Instruments such as the GEPT, a questionnaire, interviews, observations, students’ worksheets and students’ poems were employed to evaluate the effects based on the quantitative basis. The results of this study were summarized as follows: 1.Overall, the response-based teaching gained much more popularity than the tradition way, which might suggest that the response-based teaching is more effective than the traditional one. 2.The experimental group showed higher motivation in learning English than the control one. 3.The experimental students displayed a deeper interest in poetry than the control students. 4.Students’ writing ability of the experimental group was superior to that of the control group, as evidenced by the t-test. 5.The language proficiency of the experimental group was higher than that of the control group. 6.According to the questionnaires, interviews and observations, the interaction in the experimental group was more dynamic than that in the control group. In conclusion, this study proposes some pedagogical implications for senior high school teachers in teaching English poetry, suggesting that the reader response approach achieved better effects in this aspect.

Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.