Abstract
This paper presents the theoretical concept of literary conversation and also describes some useful procedures for its implementation in the classroom, both with L1 and L2 learners. The assumption is that the core objective of literature teaching is to develop reading comprehension skills, understood as the ability to apply literary texts to a new vision of reality. It is therefore necessary for students to reach textual understanding in an appropriate manner as well as individually. Thus, we present the Heidelberg model of ‘literary conversation’ as an access to literary understanding that raises the fundamental question for every teacher: What is it exactly that students should do to understand literary texts in the most productive way? In this article we describe some examples more precisely.
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