Reception Pedagogy Towards a Model of Cognitive Replacement and Enrichment In Reading Texts and Speeches

Abstract

Reception pedagogy formed one of the basic foundations on which the new generation’s curricula and training programs and courses were built in the various educational stages(primary - middle - secondary - university). These programs and curricula paid special attention to this concept. In doing so, it re-presented the problems of literature by presenting the problems of reception, which is what this article attempts to address, seeking to answer a fundamental question: Can active methodological reading be considered a model of cognitive replacement and enhancement that can overcome the stereotypes that reading teaching activity has known in previous programs and curricula The research reached a number of results, in particular: the necessity of realizing the importance of active methodological reading as a cognitive replacement capable of creating dynamism in the learner enabling them to build and obtain knowledge from varioussources.