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The purpose of this study was to develop EFl second grade secondary language school students' hermeneutical interpretation skills, determine literary fallacies skills and see their effect on the students' literary attitudes through a reflective thinking model based on the phenomenological reading theory. The participants of the study included 60 students who were randomly drawn and divided into two groups: treatment (N = 30) and non- treatment (N= 30). The treatment group received instruction using the reflective thinking model based on the phenomenological reading theory to develop the hermeneutic interpretation, determine literary fallacies and literary attitudes. On the other hand, students in the non – treatment group received their regular instruction. The instruments of the study were: a) a hermeneutic interpretation test to measure the development in the treatment groups' students' hermeneutical interpretation skills, b) a literary fallacies mandating test, to measure the enhancement of identifying the literary fallacies in the treatment group student, C) a literary attitudinal scale to measure how the students'  attitudes towards studying the drama in general and the Shakespearean plays in particular have changed positively after conducting the experiment. The model was taught over a period of three months approximately. Having administered the hermeneutic interpretation and literary fallacies mandating test as well as the literary attitudinal scale pre and post teaching/ conducting the model, data were collected and T- test was used for the statistical analysis. Results indicated that there was statistically significant difference between the mean scores of the treatment and those of the non – treatment group in their hermeneutic interpretation and literary fallacies mandating test as well as their performance of the literary attitudinal scale favoring the treatment group. It was concluded that the present study provided evidence for the effect of the reflective thinking model based on the phenomenological reading theory on developing students' hermeneutical interpretation, determining literary fallacies and literary attitudes.

A reflective thinking model based on the phenomenological reading theory to develop the hermeneutical interpretation of EFL secondary language school students