Exploration of reader response approach in teaching oral literature in secondary schools

Abstract

Reader-response theory focuses on readers’ responses to literary texts. Proponents of reader-response theory believe that literature has no objective meaning or existence; rather, readers bring their own thoughts, moods and experiences to whatever text they are reading and get out ofit whatever they happen to base on their own expectations and ideas. In addition, Oral literature evolved from oral tradition, and was composed by illiterate raconteurs and transmitted by word of mouth from one generation to another. It is a collection of oral materials of high quality and was composed verbally through creative use of imagination by an artist in non-literate societies. Mbunda (2006) defines oral literature as a verbal art of essentially non-literate societies composed extemporaneously before a traditional audience and transmitted from one generation to another by word of mouth. However, Rock high school, Tororo vividly helped me in conducting this study since it consisted of students of different backgrounds and cultures. This qualitative study was to explore how oral literature is taught using the reader response approach in secondary schools. The population consisted of the students and teachers of English and literature. The sample consisted of about 20 students randomly selected and 3 teachers purposively selected within the population area. Interviews and observations were used during this qualitative research study. Regarding the ethical considerations, the researcher provided the respondents with the necessary information concerning the main purpose of the research in relation to the research objectives and she was in position to keep the privacy and would not disclose the confidentialities of the respondents.