The didactic transfer of reception theory and its investment in reading school texts

Abstract

Modern linguistic studies have brought forth new theories and concepts that have surpassed previous ones. Among these are the theories of reading, reception, and interpretation, which have given primary importance to the recipient at the expense of the text and the author. These theories have dominated the throne of critical and literary theories for a long time. This is also true for pedagogical and didactic studies, which have placed the recipient/learner at the center of attention, focusing on the teaching/learning process.

Therefore, this study attempts to highlight how these theories have been transferred and applied in reading academic texts and the nature of the activities carried out by the recipient/learner.