Teaching literaturemto english majors at the university of social sciences and humanities ho chi minh city an integrated approach m a 60 14 10

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES TEACHING LITERATURE TO ENGLISH MAJORS AT THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIESHOCHIMINH CITY: AN INTEGRATED APPROACH Supervisor: NGUYỄN HỒNG LINH, M.A SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF TESOL ĐẶNG NGUYỄN ANH CHI HOCHIMINH CITY March, 2011 i CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: TEACHING LITERATURE TO ENGLISH MAJORS AT UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES-HO CHI MINH CITY: AN INTEGRATED APPROACH in terms of the statement of Requirements for Theses in Master’s Programmes issued by the Higher Degree Committee Ho Chi Minh City May 10, 2011 ĐẶNG NGUYỄN ANH CHI ii RETENTION AND USE OF THE THESIS I hereby state that I, ĐẶNG NGUYỄN ANH CHI, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library I terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City May, 2011 ĐẶNG NGUYỄN ANH CHI iii ACKNOWLEDGEMENT The completion of this MA thesis could be considered the first rewarding achievement in my career of teaching and doing research I would like to take this opportunity to express my immense gratitude to all people who have given invaluable support and assistance during the time of writing I am deeply indebted to my thesis advisor, Nguyễn Hồng Linh, M.A., who has helped me to turn the intriguing idea of a classroom with integrated spaces into the real study on the integrated approach I also would like to thank him for all his wisdom, insightful discussions, valuable comments, and constant encouragement of endeavors I am grateful to the organizers of this master course, Dr Nguyễn Thị Kiều Thu, Dean of the Department of English Linguistics and Literature; and her staff members Many thanks would also be sent to teacher participants in this research, in particular Văn Thị Nhã Trúc, M.A and Vũ An Như, M.A and all students of classes 08A, 08B, 08C and 08F My special thanks are reserved for my whole family, especially my grandmother, who have been an important source of spiritual support and whose love have backed me to attain to my aim iv LIST OF ABBREVIATIONS TESOL: Teaching English to Speakers of Other Languages EFL: English as a Foreign Language TEFL: Teaching English as a Foreign Language ESL: English as a Second Language HCMC: Ho Chi Minh City DELL: Department of English Linguistics and Literature USSH: University of Social Sciences and Humanties v LIST OF TABLES AND FIGURES TABLES Table 1.1: Introduction to Literature syllabus Table 4.1: Factors that cause difficulties in learning EFL literature Table 4.2: Students’ self-assessment of their learning method Table 4.3: Factors that impact students’ learning attitude Table 4.4: Factors that make students interested in learning Table 4.5: Students’ expectations of the course Table 4.6: Students’ expectations of the teacher Table 4.7: Benefits of literature taught in integrated approach Table 4.8: Satisfaction Table 4.9: Interests after learning CHARTS Chart 4.1: Year of birth Chart 4.2: Gender distribution Chart 4.3: Residence place and high-school place Chart 4.4: Starting age learning English Chart 4.5: Taking extra-classes of English when learning at high school Chart 4.6: Taking extra-classes of English when learning at university Chart 4.7: English level Chart 4.8: The necessity of literature towards literature perception Chart 4.9: The necessity of literature towards language skills Chart 4.10: The necessity of literature towards cultural awareness Chart 4.11: The necessity of literature towards personal growth Chart 4.12: The necessity of literature towards an effective learning method Chart 4.13: The necessity of literature towards the soft-skills Chart 4.14: The necessity of literature towards the globalization vi Chart 4.15: Language barrier Chart 4.16: Cultural gap Chart 4.17: Strange theme and ideology Chart 4.18: The length of text Chart 4.19: Learner-centeredness Chart 4.20: Preparation time GRAPHS Graph 4.1: Speaking skills Graph 4.2: Listening skills Graph 4.3: Writing skills Graph 4.4: Reading skills Graph 4.5: Cultural awareness and practice Graph 4.6: Cooperation Graph 4.7: Friendliness Graph 4.8: Interaction Graph 4.9: Soft-skills vii ABSTRACT This thesis introduces an integrated approach to the teaching of English foreign language literature to full-time English majors at the University of Social Sciences and Humanities – Ho Chi Minh City In the first chapter, the historical background for the need to conduct the study and is given By evaluating the practical significance of literature in language teaching and studying, the learners’ attitudes toward literature study, and the approaches used in teaching English foreign language literature, the researcher argues for an integrated approach to teach literature to English majors at the University of Social Sciences and Humanities – Ho Chi Minh City To this, the study reviews the relevant literature to provide the theoretical background to the study The utilization of the research methodology in the study is then presented In the research design, the research methods with the questionnaires and class observations are discussed and the subjects, instruments as well as data collection and coding procedures are described The data is analyzed and the findings are shown through the report of students’ responses to the questionnaires and the class observations before discussing the implications of the findings and offering suggestions and recommendations to integrate literature, language and culture teaching at the University of Social Sciences and Humanities – Ho Chi Minh City viii TABLE OF CONTENTS Certificate of Originality Retention and Use of the Thesis Acknowledgement List of Abbreviations List of Tables & Figures Abstract Table of Contents INTRODUCTION 0.1 RATIONALE OF THE RESEARCH .1 0.2 AIM OF THE RESEARCH 0.3 SIGNIFICANCE OF THE RESEARCH 0.4 ORGANISATION THE RESEARCH .5 Chapter 1: BACKGROUND TO THE STUDY 1.1 THE PLACE OF LITERATURE IN THE CURRICULUM FOR STUDENTS AT DELL-USSH .7 1.2 THE INTRODUCTION TO LITERATURE MODULE 1.3 SUMMARY Chapter 2: LITERATURE REVIEW .10 2.1 DEFINITIONS OF LITERATURE 10 2.2 KNOWLEDGE ABOUT AND KNOWLEDGE OF LITERATURE 11 2.3 THE TEACHING AND LEARNING OF LITERATURE 12 2.3.1 Literature teaching and the use of literature as a resource 12 ix 2.3.2 Argument against the teaching and learning of literature 13 2.3.2.1 Syntax 14 2.3.2.2 Lexis 14 2.3.2.3 Cultural barrier 14 2.3.3 Argument for the teaching and learning of literature 15 2.3.3.1 Literature in terms of language learning 15 2.3.3.2 Literature in terms of cultural awareness 18 2.3.3.3 Literature in terms of motivation 18 2.3.3.4 Literature in terms of personal growth 19 2.3.3.5 Literature in terms of critical thinking 20 2.4 APPROACHES TO THE TEACHING OF LITERATURE 21 2.4.1 Critical literary approach 21 2.4.2 Structural approach 22 2.4.3 Grammar-translation approach 23 2.4.4 Language-based approach 26 2.4.5 Stylistic approach 27 2.4.6 Carter & Long’ approaches 29 2.4.6.1 The cultural model 29 2.4.6.2 The language model 30 2.4.6.3 The personal growth model 30 2.5 INTEGRATED APPROACH 32 2.5.1 Rationale 32 2.5.2 Paradigm 33 2.5.2.1 Encountering 33 2.5.2.2 Maintaining momentum 34 2.5.2.3 Exploiting highlights 35 2.5.2.4 Ending 36 2.5.3 Benefits 37 128 5.2 tìm hiểu thêm văn học Anh – Mỹ 5.3 tìm hiểu thêm văn hóa Anh – Mỹ 5.4 áp dụng học vào hành vi, cách vư xử sống 5.5 thử nghiệm số hoạt động sáng tạo (sáng tác thơ văn tiếng Anh, viết kịch, đóng kịch, làm video clip, v.v ) 5.6 áp dụng kỹ thuật, phương pháp học tập rút từ cách học vào học môn khác 5.7 phát triển thêm số kỹ mềm khác (thuyết trình, thảo luận, thương lượng, làm việc nhóm, tư duy, v.v )                         xin nêu lý cụ thể ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Xin chân thành cám ơn bạn đóng góp ý kiến! 129 APPENDIX 3: OBSERVATION SHEET NUMBER FOR CLASS DESCRIPTION Content of teaching: ……………………………………………………………… ……………………………………………………………………………………… Date of teaching: …………………………………………………………………… Students: …………………………………………………………………… …… Facilities…………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Other notes: ………………………………………………………………………… ……………………………………………………………………………………… OBSERVED BEHAVIOR Observed behavior 1: Students’ language performance Item very bad average good very good bad average good very good bad average good very good bad speaking skills listening skills writing skills reading skills Observed behavior 2: Students’ cultural enrichment Item very bad culture awareness culture practice Observed behavior 3: Students’ personal growth Item cooperation friendliness interaction other soft-skills very bad 130 ĐẠI HỌC QUỐC GIA TP HỒ CHÍ MINH TRƯỜNG ĐH KHOA HỌC XÃ HỘI VÀ NHÂN VĂN CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc KHOA NGỮ VĂN ANH ĐỀ CƯƠNG CHI TIẾT MÔN HỌC Tên mơn học: INTRODUCTION TO LITERATURE NHẬP MƠN VĂN HỌC Số tín chỉ: 03 TC (Lý thuyết: 02 TC, Thảo luận lớp: 01 TC) Trình độ: Cho sinh viên năm 3; thuộc khối kiến thức chung ngành, bắt buộc Phân bổ thời gian: - Lý thuyết: - Thảo luận lớp: 30 tiết 15 tiết Điều kiện tiên quyết: Đã học xong học phần Language Skills Mô tả vắn tắt nội dung học phần: Học phần nhằm cung cấp cho sinh viên kiến thức yếu tố cấu thành tác phẩm văn học, kỹ cần thiết để giúp sinh viên đọc, phân tích hiểu tác phẩm văn học có độ khó trung bình Phần lý thuyết củng cố va ønâng cao qua phiên thực hành (nói viết) phân tích truyện ngắn chọn lọc phân bố tồn khóa học Mục tiêu môn học: Giúp sinh viên phát triển kỹ đọc hiểu phân tích tác phẩm văn học, chủ yếu truyện ngắn Nhiệm vụ sinh viên: Dự lớp, tham gia thảo luận, làm đầy đủ tập nghiên cứu Tài liệu học tập: - Giáo trình chính: Loc, L H Tài liệu hướng dẫn NHẬP MÔN VĂN HỌC (viết tắt TLHD) Loc, L H Analyzing Fiction and Poetry: An Introductory Course in English Literature Ho Chi Minh City: VNU Publishing House, 2003 (viết tắt Analyzing) - Sách tham khảo: DiYanni, R Literature: Reading Fiction, Poetry, Drama, and the Essay, 4/e Boston: McGraw-Hill, 1998 Harris, R Short Stories for Teaching Literature and Developing Comprehension New York: Prentice-Hall, 1995 Kennedy, X J and D Gioia Literature: An Introduction to Fiction, Poetry, and Drama, Compact Edition, 3/e New York: Longman, 2001 Knickerbocker, K L and H W Reninger Interpreting Literature, 3/e New York: Holt, Rinehart and Winston, 1965 131 Loc, L H and N H Linh A Course in American Literature Ho Chi Minh City: VNU Publishing House, 2002 Martin, A and R Hill Modern Novels New York: Prentice-Hall, 1996 Myers-Shaffer, C How to Prepare for the SAT II, 2/e New York: Barron's Educational Series, 2000 Nadel, M and A Sherrer, Jr AP English: Literature and Composition, 5/e New York: Barron’s Educational Series, 1992 Spack, R The International Story An Anthology with Guidelines for Reading and Writing about Fiction New York: St Martins, 1994 10 Tiêu chuẩn đánh giá sinh viên: - Thi kỳ 30% - Điểm hết mơn 70%, đó: - Dự lớp thảo luận: 20 % - tập làm lớp: 30 % - Thi cuối học kỳ: 50 % 11 Thang điểm: 10, điểm đạt: 5/10 12 Nội dung chi tiết môn học: Chương Nội dung chương Fiction: Introduction Understanding biographical/cultural background Identifying the Formal Elements of Fiction Fiction: Plot Concepts: Conflict – Complications – Climax - Resolution Practice: Plot in Kate Chopin’s “The Story of an Hour” Fiction: Character Concepts: Protagonist/Antagonist/Round/Flat, etc Characterization Practice: Passages from short stories by J London, J Joyce and K Mansfield Fiction: Setting Concepts: Time and Place Practice: Setting in J London’s “To Build a Fire” Fiction: Point of View Concepts: First Person/Third Person – Narrative Voice Practice: Two versions of a fairy tale Fiction: Image, Symbolism and Allegory Concepts: Sense Impressions - Universal/Cultural/Contextual Symbols Practice: Symbolism in Doris Lessing’s “Flight” Fiction: Style, Tone and Language Concepts: Language Conventions – Voice – Attitudes Practice: Style in Doris Lessing’s “Flight” Fiction: Theme Concepts: Meaning Practice: Two versions of a fable by Aesop 132 How to Read and Understand Poetry Concepts: Sound and Sense Practice: Analysis of “Stopping by Woods” by R Frost 13 Kế hoạch giảng dạy học tập cụ thể Số buổi Nội dung môn học Introduction to Fiction: -Understanding biographical/cultural background -Identifying the formal elements of fiction: plot, character, setting, etc Focus on Plot Concepts::Conflict– Complications-ClimaxResolution Fiction: Character Concepts: Protagonist/Antagonist/Round/Flat, etc Characterization: methods of character development Fiction: Setting Concepts: Time and Place Số Nội dung học tập sinh Số tiết viên tiết -Đọc Tài liệu hướng dẫn (TLHD) (tr.6) để có khái niệm Đọc trước truyện ngắn “The Story of an Hour” tiểu sử tác giả Kate 10 Chopin (tr -9) -Nhận biết formal elements nêu TLHD -Đọc TLHD (tr.7) để có khái niệm Đọc thêm chương Analyzing (tr.16-18) để có thêm kiến thức -Phân tích thảo luận yếu tố plot truyện “The Story of an Hour” -Hòan chỉnh tập trang 10 10 Nêu lý lẽ để thuyết phục -So sánh với plot truyện ngắn khác -Đọc TLHD (tr.11) để có khái niệm Đọc thêm chương Analyzing (tr.19 - 22) để có thêm kiến thức - Hòan chỉnh tập trang 11, 12 13 (gồm trích đoạn truyện ngắn J 10 London, J Joyce and K Mansfield Nêu lý lẽ để thuyết phục Phân tích thảo luận characterization truyện “The Story of an Hour” So sánh với characterization truyện ngắn khác Đọc TLHD (tr.14) để có khái niệm - Hịan chỉnh tập trang 14 15 (gồm trích đoạn truyện ngắn J London, 133 Fiction: Point of View Concepts: First person/Third Person Narrator – Narrative Voice 5 Fiction: Image, Symbolism and Allegory Concepts: Sense Impressions Universal/Cultural/Contextual Symbols Fiction: Style, Tone and Language Concepts: Language Conventions – Voice – Attitudes Fiction: Theme Concepts: Meaning “To Build a Fire”) Nêu lý lẽ để thuyết phục - Phân tích tương tác setting plot/character truyện ngắn khác (vd: “A White Heron” sarah Orne Jewette) -Đọc TLHD (tr.16) để có khái niệm Đọc thêm chương Analyzing (tr.23 - 25) để có thêm kiến thức Hịan chỉnh tập trang 16 17 (gồm hai phiên khác truyện cổ tích) Nêu lý lẽ để thuyết phục - Phân tích thảo luận point of view truyện “The Story of an Hour” Thử cho nhân vật khác kể lại câu chuyện - So sánh với point of view truyện ngắn khác (eg “The Boarding House” J Joyce) Đọc TLHD (tr.18-19) để có khái niệm Đọc trước truyện ngắn “Flight” (tr 20-22) Hòan chỉnh tập trang 16 17 contextual symbolism Nêu lý lẽ để thuyết phục - So sánh với symbolism truyện “The Boarding House” Đọc TLHD (tr.23) để có khái niệm Đọc thêm chương Analyzing (tr.26 - 27) để có thêm kiến thức Hòan chỉnh tập TLHD (tr.24) Nêu lý lẽ để thuyết phục - So sánh với style, tone language truyện “Quality” John Galsworthy Đọc TLHD (tr.25) để có khái niệm Hòan chỉnh tập tr 10 10 10 10 134 Poetry : How to Read and Understand Poetry Concepts: Sound and Sense 26-27 Nêu lý lẽ để thuyết phục Đọc lại truyện “Quality” John Galsworthy phân tích xem tất formal elements plot, character, setting, point of view, symbolism style/tone/voice hòa quyện để thể theme Thử phát biểu theme truyện Nêu chứng cớ để thuyết phục Đọc TLHD (tr.30-34) để có khái niệm -Xem phần Phân tích mẫu (Sample Analysis and Discussion- tr.35-40) để có minh họa cụ thể -Hòan chỉnh Practice tr 41 Nêu lý lẽ 10 10 Suggested Essay Topics  Appearance/illusion and reality and the failure of characters to distinguish between them (eg “A Rose for Emily” by William Faulkner)  Initiation, or the process by which a character progresses from innocence to experience (eg “The Killers” by Ernest Hemingway)  An examination of how a specific setting contributes to the themes and ideas of the story as a whole (eg “The White Heron” by Sarah Orne Jewett)  The veneer of civilization and the savage inner human being (eg “Roman Fever” by Edith Wharton  The conflict of good versus evil within a particular story (eg “The Rocking-Horse Winner” by D H Lawrence)  The conflict between a protagonist and a society or circumstances that threaten to stifle his or her individuality (eg “Eveline” by James Joyce)  The use of a particular symbol or image pattern in certain poems (eg the creature’s eating of his own heart in “In the Desert” by Stephen Crane)  A comparison between two characters who seem to share similar situations or outlooks on the world (eg Mrs 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Integrated approach can enrich classroom discourse and the social and cultural and and and cultural resources of the classroom group 42 2.5.3.7 Integrated approach can ensure abundant teaching materials... suggestions and recommendations to integrate literature, language and culture teaching at the University of Social Sciences and Humanities – Ho Chi Minh City viii TABLE OF CONTENTS Certificate of Originality... aims at investigating whether an integrated approach can be a viable teaching approach in literature classes at the Department of English Linguistics and Literature, the University of Social Sciences