THE APPLICATION OF THE TRANSACTIONAL THEORY OF READING TO READING INSTRUCTION IN THE 21ST CENTURY CONTEXT

Abstract

Second language (L2) readers in the 21^st century have to deal with the influx of L2 digital information and L2 texts. There is a concern that formats of digital texts and the huge amount of online information may lead into the shallow reading behavior among L2 learners where they take the role of a passive reader to seek for the information out of L2 texts. These L2 readers might ignore the in-depth reading that involves critical thinking and read without appreciation of reading. The Transactional Theory of Reading, though was first posited in the 20^th century, fits with the instruction of L2 reading in the 21^st century context. First, the theory emphasizes the active role of readers by positing that readers construct their own meaning of texts by relying upon their cultural, social, and personal history. Second, the theory enhances readers’ higher-order thinking skills which are necessary for reading in the 21^st century context.