Lo scopo di questa ricerca è comprendere in che modo lo studio della letteratura, e in particolare della letteratura fantasy britannica del XX secolo, possa migliorare il pensiero critico e la competenza in lingua inglese degli studenti universitari in Vietnam. Tutti gli studenti vietnamiti imparano sia la grammatica e il lessico inglese sia le tecniche comunicative nella scuola primaria e secondaria, ma non si avvicinano alla letteratura inglese fino a quando non diventano studenti universitari di primo livello in lingua inglese. Di conseguenza, gli studenti in Vietnam sono spesso demotivati quando sono invitati a studiare la letteratura. Affermano che è difficile da capire e a volte non è di loro interesse. Al Dipartimento di Inglese, Università di Hanoi - HANU, Vietnam, una delle materie per gli studenti del terzo anno è la letteratura inglese. I brani insegnati in classe provengono da autori canonici come Shakespeare, William Wordsworth o le sorelle Brontë. Un certo numero di studenti si sente scoraggiato a leggere testi letterari principalmente a causa della loro trama e/o lingua complicata. La letteratura inglese è dunque considerata un argomento difficile. Dal 2014 sono docente di lingua inglese nel Dipartimento di Inglese presso HANU e i miei corsi si rivolgono a studenti del primo e del secondo anno. La mia interazione a lungo termine con gli studenti di inglese HANU mi ha permesso di identificare alcune aree di sviluppo e innovazione. La mia ipotesi di lavoro si basa sul presupposto che gli studenti, mentre apprendono la lingua inglese, dovrebbero imparare la letteratura britannica al fine di sviluppare un’abitudine di lettura, arricchire il loro lessico e migliorare il loro pensiero creativo e critico. A tal fine, la letteratura fantasy britannica del XX secolo è stata scelta come il genere più appropriato, poiché il rapporto provocatorio con il reale stimola l’immaginazione e la riflessione. La ricerca ha sviluppato un confronto tra l’insegnamento e l’apprendimento del genere fantasy presso l’Università di Ferrara - UniFe e presso HANU. Lavorando con due noti testi fantasy, The Hobbit di J. R. R. Tolkien e The Witches di Roald Dahl, si è studiata la ricezione degli studenti. Le loro difficoltà, le risposte positive e le prospettive critiche sono state accuratamente documentate. L’osservazione delle lezioni sul fantasy, le interviste agli studenti di entrambe le università e gli artefatti raccolti fra gli studenti di HANU hanno mostrato risultati promettenti, suggerendo che corsi simili potrebbero e dovrebbero essere introdotti per rafforzare la competenza linguistica, il pensiero creativo e l’acume critico degli studenti. La ricerca collega tre culture: italiana, inglese e vietnamita. Offre una panoramica delle similarità e delle differenze nelle necessità e negli interessi degli studenti italiani e vietnamiti quando studiano la letteratura inglese. Suggerisce inoltre che un modello di corso progettato per studenti occidentali dovrebbe essere rivalutato prima di essere applicato a un contesto vietnamita. Questo processo di “glocalizzazione” risulta essere molto più promettente della globalizzazione nel piano a lungo termine di miglioramento della qualità dell’istruzione universitaria.

This research explores the ways in which the study of literature, and of 20th-century British fantasy literature in particular, can improve the critical thinking and the English language competence of university students in Vietnam. Although all Vietnamese learners are taught English grammar, vocabulary, and communication skills at the primary and secondary level, they do not work with English literature until they become BA students of English. As a consequence, students in Vietnam are often unmotivated when they are invited to approach literature. They claim that it is difficult to understand and sometimes it is not of their interest. At the English Department, Hanoi University - HANU, Vietnam, one of the subjects for third-year students is English literature. The excerpts taught in the classroom are from canonical authors such as Shakespeare, William Wordsworth, or the Brontë sisters. A number of young students here feel discouraged about reading literary texts mainly because of their complicated plot and/or language. Thus, English literature becomes a difficult subject for them. Since 2014 I have worked as a teacher of English Language in the English Department at HANU, focusing on first-year and second-year students. My long-term interaction with HANU students of English has allowed me to identify some areas of development and innovation. My working hypothesis is based on the proposition that, while studying English language, they should learn British literature in order to develop a reading habit, improve their vocabulary and enhance creativity and speculation. With this aim, the 20th-century British fantasy literature has been selected as the most appropriate genre, characterized by a provocative relationship with reality that stimulates creative and critical thinking. A comparison of fantasy teaching and learning at the University of Ferrara – UniFe and HANU was made. Working with two well-known fantasy texts, The Hobbit by J. R. R. Tolkien and The Witches by Roald Dahl, the students’ reception has been explored. Their difficulties, positive responses and critical perspectives have been thoroughly documented. Through the observation of the fantasy classes, the interviews of students from both universities, and the artefacts collected from the students at HANU, promising results have been shown, suggesting that similar courses could and should be introduced in order to strengthen the students’ language competence, creative thinking and critical skills. The research also connects three cultures: the Italian, the English, and the Vietnamese. It offers an insight into the similarities and differences in the needs and interests of Italian and Vietnamese students when they study English literature. It also suggests that a course model designed for Western students should be re-evaluated before it is applied to a Vietnamese context. This process of “glocalisation” can be much more promising than globalisation in the long-term plan of improving the quality of education.

20th-Century Fantasy Literature in English Language Teaching. A Focus on University Curricula in Vietnam

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2021-05-11T00:00:00+02:00

Abstract

This research explores the ways in which the study of literature, and of 20th-century British fantasy literature in particular, can improve the critical thinking and the English language competence of university students in Vietnam. Although all Vietnamese learners are taught English grammar, vocabulary, and communication skills at the primary and secondary level, they do not work with English literature until they become BA students of English. As a consequence, students in Vietnam are often unmotivated when they are invited to approach literature. They claim that it is difficult to understand and sometimes it is not of their interest. At the English Department, Hanoi University - HANU, Vietnam, one of the subjects for third-year students is English literature. The excerpts taught in the classroom are from canonical authors such as Shakespeare, William Wordsworth, or the Brontë sisters. A number of young students here feel discouraged about reading literary texts mainly because of their complicated plot and/or language. Thus, English literature becomes a difficult subject for them. Since 2014 I have worked as a teacher of English Language in the English Department at HANU, focusing on first-year and second-year students. My long-term interaction with HANU students of English has allowed me to identify some areas of development and innovation. My working hypothesis is based on the proposition that, while studying English language, they should learn British literature in order to develop a reading habit, improve their vocabulary and enhance creativity and speculation. With this aim, the 20th-century British fantasy literature has been selected as the most appropriate genre, characterized by a provocative relationship with reality that stimulates creative and critical thinking. A comparison of fantasy teaching and learning at the University of Ferrara – UniFe and HANU was made. Working with two well-known fantasy texts, The Hobbit by J. R. R. Tolkien and The Witches by Roald Dahl, the students’ reception has been explored. Their difficulties, positive responses and critical perspectives have been thoroughly documented. Through the observation of the fantasy classes, the interviews of students from both universities, and the artefacts collected from the students at HANU, promising results have been shown, suggesting that similar courses could and should be introduced in order to strengthen the students’ language competence, creative thinking and critical skills. The research also connects three cultures: the Italian, the English, and the Vietnamese. It offers an insight into the similarities and differences in the needs and interests of Italian and Vietnamese students when they study English literature. It also suggests that a course model designed for Western students should be re-evaluated before it is applied to a Vietnamese context. This process of “glocalisation” can be much more promising than globalisation in the long-term plan of improving the quality of education.
CAO, XUAN THUC ANH
SPINOZZI, Paola
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11392/2487839
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