Innovation in Language Learning

Intertextuality can be generally defined as the presence of elements of previous texts in the construction of the present one; it is the internal relation of a text with other related texts (1; 2). That is, in the construction of a (literary) text, elements of other related texts interact in the totality of that text. The consensus is that no text is a complete creation of its author; rather, it is constructed through the process of interconnections of textual elements of texts existing before it and the author’s creativity (3; 4; 5).

In literary texts, intertextuality plays critical roles (6: 185-6; 7: 143). The author, un/consciously appeals to intertextual elements of related texts, elaborates them by his/her artistic career and creativity to create the intended text—prose/poetry. Accordingly, in reading literature, particularly by L2 readers, the questions of the effect of knowledge of intertextuality—intertextuality awareness—in better understanding of the text, and how to determine the intertextual elements of the text based on which to analyse that text for better understanding are of crucial significance.

This paper attempts to show how intertextual elements can be traced in literary texts—poetry—based on which to analyse the texts (here, poems), and how intertextuality awareness can help L2 readers understand the texts better. To this end, first the concepts of intertextuality and intertextuality awareness are briefly explained. Then, a practical model for determining intertextuality (intertextual elements) in literary texts is developed, with examples to clarify the model and to show its applications. Next, evidence from the findings of a case study will be briefly presented in support of the effects of intertextuality awareness on reading literary texts—poetry. Finally, possible implications of the model for teaching English literature (poems) to EFL learners will be discussed.