Literary Misunderstanding And The Secondary Language Reading Strategies

According to the Logocentric paradigm, misunderstanding is the opposition of"reading", is an oversight and a bias, which is desirable in fact. However, In thecondition of the Deconstruction subverted the established formula, restrictions andauthority, abandoned the metadiscourse, promoted pluralistic discourse, the study ofmisunderstanding came timely since the sixties of last century. Some of"misunderstanding" turns itself into a generate reading, creative reading; while theothers turn into an over-interpretation or inadequate interpretation. For a time, the"misunderstanding" becomes the most fashionable topic, to be argued all the time bythe scholars. To investigate its reason, I think the phenomenon of "misunderstanding"enshrines the fundamental cultural feature of our "un-centual" and "uncertain" era.The teaching of reading of YuWen in secondary schools also reflects thiscontemporary cultural identity landscape. Reasonable and creative misunderstandingis the highest goal of the teaching of reading, but there may be unreasonablemisunderstanding surely in the quest process. The teaching of secondary schoolsneeds to establish a teaching of reading strategies for misunderstanding quickly in anacademic.This thesis is divided into four parts described.In the first part of the thesis, I will establish the meaning of literaturemisunderstanding, and sort out the research at home and abroad. The range of theliterature misunderstanding is broad, it can be for the rhetoric, structure or thecharacter of hero, but these literary elements are ultimately point to the significance ofthe literary text. So, I define misunderstanding of the literature as "the different kindsof interpretations on the system of the generating and evolution meaning, of literarytexts ".In the second part of the thesis, I will penetrate deeply into the inner of themisunderstanding, to research the character, standard and reason of it. From the fourelements of the Abrams start, I troubleshoot the "world","writer" and "reader", andfinalize the "text intent"(internal word elements of literary texts can bear the largestcategory of interpretation) as the standard to determine misunderstanding. Accordingto this standard, misunderstanding can be divided into reasonable misunderstanding and unreasonable. All reading is misunderstanding. But why the misunderstandingphenomenon is so common? I start from the subjective of "strong psychological" andthe objective of " illegibility of words "to explore this issue.In the third part of the thesis, I will enter into the deep of the teaching of readingof YuWen in secondary schools, to study the phenomenon and causes aboutmisunderstanding in the teaching course. There is not the soil of the reasonablemisunderstanding, while unreasonable is endless-I want to use this sentence todescribe the teaching situation of today. Who’s to blame? I try to start from the twoaspects of the issue of teaching behavior (editor) and recipients (students) to find theobvious reasons. The underlying cause of the teaching of reading belongs to thinking:the mechanical theory of reflection and performance is welcome on the teaching ofreading of YuWen in secondary schools.In the fourth part of the thesis, I attempt to establish an academic teaching ofreading strategies for misunderstanding. First of all, I start from the currentcurriculum in practice, and then propose a set of the reading strategies--start from thetext; works for artistic; analysis of literary classics. These strategies are designed toprotect and stimulate the reasonable misunderstanding, to remedy and guide theunreasonable misunderstanding.