Louise Rosenblatt and Transactional Theory

Louise Rosenblatt及其「相互作用理論」

長久以來，路意斯·羅森布萊特（1904－2005）一直是一位傑出的文學教育先驅，影響重要的教育改革超過七十年。其影響力之深遠由她的論點經常被引用可見一斑。本論文旨在簡要介紹羅森布萊特理論形成的背景及其攸關文學作品的「相互作用理論」，然後主張將其理論應用在語言與文學教學中。《文學即探索》（1938）是一本極力推薦以民主方式來進行文學教學的論著。自從該書問世以來，羅森布萊特陸續提出理論性的教學準則，並將其應用到語言與文學課堂中。從此以後，語言教學的教師們逐漸瞭解此一比較民主化與人性化的文學教學法。羅森布萊特「相互作用理論」之精要可歸納如下：（1）閱讀即相互作用的過程；（2）立場即輸出／美感的連續；（3）瞭解即共同分享的成就；（4）寫作即無限創造的閱讀；（5）文本即相互作用的媒介；（6）教師即促進助長的伙伴；與（7）效度即訴諸文本的反應。遵循羅森布萊特的「相互作用理論」，教師可以創造一個解放的、信任的、以及冒險的主動閱讀環境；學生也可以被喚醒，正視自己獨特的探索經驗，進而擴展其閱讀與寫作的眼界。此一友善的、合作的、支持的閱讀教學過程，將幫助學生逐漸成為懂得享受閱讀文學作品的終身讀者。羅森布萊特被譽為「教學哲學的塑造者」，對教師們文學教學法的影響，或許早已超過其他同期的批評家。Long recognized as a preeminent pedagogical forerunner of literature, Louise M. Rosenblatt (1904-2005) devoted herself to effecting the critical educational reform for more than seven decades. The fact that she is often cited demonstrates the influence she has wielded in this field. This paper briefly introduces Rosenblatt's theoretical generative background and the transactional theory of the literary work and then argues for the suitability of applying her theories to the language and literature classrooms. After Literature as Exploration (1938), which intended to offer democratic potentialities of the teaching of literature, was published, Rosenblatt had continuously recommended some theoretical guidelines and applied them in language and literature classrooms. Henceforth teachers in the language teaching have gradually come to understand this more democratic and humanistic way of literature instruction. The tenets of Rosenblatt's transactional theory can be summarized as follows: (1) reading as a transactional process, (2) stance as an efferent/aesthetic continuum, (3) understanding as a shared accomplishment, (4) writing as an authorial reading, (5) text as a transactional vehicle, (6) teacher as a facilitative partner, and (7) validity as an in-text response. Abided by Rosenblatt's transactional theory, a liberating, trusting, and risk-taking active reading experience can be created by the classroom teacher, and students can be awakened to the importance of their unique personal exploration and expand their reading as well as writing horizons. The friendly, cooperative and supportive processes contribute to making life-long readers enjoy reading literary works. As a 'shaper of pedagogical philosophy' (Allen's term), Rosenblatt's influence on teachers in terms of their ways of dealing with literature was much greater than her contemporary critics.