Postmodern intertextuality: Teachers' perceptions about the challenges and implications for EFL learners in literary texts analysis
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Abstract
The purpose of this study was to understand postmodern Intertextual perceptions of college-level teachers, the contribution of Intertextuality in comprehending a literary piece of work, and certain challenges facing Saudi EFL learners in meaning construction during the reading process examined in this research. The subjects were five professional teachers from two different colleges who were interviewed in a certain time framework. The researcher analyzed the teachers’ personal experiences, explanations about postmodern reading intertextuality, and its intricacies in learners’ comprehension emerged as dominant themes. The findings show that during teachers’ semi-structured interviews, their meanings, and contents indicated that cultural background, lack of intertextual awareness, stereotype approach, and lack of postmodern literary knowledge can provide impediments in textual analysis and interpretation. Further research is needed to explore more avenues in postmodern intertextual areas and to look into viewing intertextuality from deeper perspectives.
Keywords: Canterbury tales; English teachers; intertextuality; pastiche; postmodernism
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