ABSTRACT This study examines the reader-response journals of an English learner (EL) who read two works of historical fiction in his English Language Development class at a public high school in California. Locating this study within the tradition of research on reader response, it investigates how the EL constructs his own individualized meaning by reflecting on his personal history in interacting with the literature and how he reconciles multiple perspectives on the historical events described in the novels vis-à-vis his prior knowledge. The findings suggest that the journals written in English functioned as a window into the EL’s experiences and as an avenue toward understanding various perspectives. The study exemplifies how reader-response journals, in conjunction with literary course materials, can facilitate the process of ELs’ language learning and deepen the ways in which they view and read the world. Thus, reader-response journals serve as a cultivating force to help ELs constitute their identities as readers and to enhance their academic achievements.

中文翻译：

---

通往未开发世界的旅程：英语学习者的二级读者回应期刊

摘要这项研究调查了一个英语学习者（EL）的读者响应期刊，该读者在加利福尼亚州一所公立高中的英语语言教学班里读了两本历史小说作品。这项研究处于读者反应研究的传统之内，它通过反思自己与文学互动中的个人历史以及他如何调和对小说中描述的历史事件的多种观点，来研究EL如何建构自己的个性化意义。 -根据他的先验知识。研究结果表明，用英语撰写的期刊可以作为了解EL经历的窗口以及理解各种观点的途径。这项研究举例说明了读者反应型期刊如何结合文学课程材料，可以促进EL的语言学习过程，并加深他们查看和阅读世界的方式。因此，读者回应期刊可以作为一种培养力量，帮助EL确立读者的身份并提高其学术成就。