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The value of work with literature has been argued for extensively
in the applied linguistics literature. The author builds on this by
investigating the FL learner's perspective on work of this nature.
This empirical research sheds light both on how students deal with
the challenge of making sense of literature in a foreign language
and how they evaluate the experience of doing this. The book
highlights the role of metaphor in this experience and concludes
with two pedagogy-related chapters.
Theory in reader-response and stylistics traditions supports L2
work with literature as it is valued by students and helps develop
communicative and critical language skills. The author uses
insights from empirical research to evaluate current teaching
practices against this background, highlighting readers' responses
to metaphor as a test case.
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