To put fresh momentum into the teaching of literature to stimulate students’ desire to read and to encourage their response, as Collie and Slater suggested 1987:8, this study made an att
THE PROBLEM 1
The “Introduction to Literature” course has been a compulsory subject for the third year English majors of BDTTC since the academic year
In 1998, the Ministry of Education and Training (MOET) in Vietnam implemented a decision from 1997 that established a subject requiring students to possess fundamental English skills, particularly in reading and writing, to facilitate their further studies in English literature.
The study of literature is fundamentally intertwined with language learning, making British and American literature crucial for English learners Engaging with literary works enhances verbal skills and deepens understanding of the language.
The first semester test scores for the 2002-2003 academic year at BDTTC revealed significant issues in third-year students' understanding of English literature Subsequent interviews with the students indicated a lack of interest in the subject, leading to the conclusion that their engagement with literature was minimal.
Students expressed dissatisfaction with the teacher's lecture-based approach, which limited interaction and participation in literature classes, leading to increased boredom and resentment Widdowson (1975) noted that this method often presents students with others' interpretations, including the teacher's, rather than encouraging them to develop their own understanding and insights.
The learning syllabus poses significant challenges for students, particularly in literature courses that often start with complex texts from the distant past, such as Beowulf, Chaucer, and Shakespeare This issue is evident in the English Literature course at BDTTC, where students' weak linguistic skills clash with the high demands of English proficiency required by the curriculum As highlighted by Susanne Bock in her 1993 article, many literature teachers in Vietnam face the difficulty of teaching literary classics recommended by MOET to students whose limited understanding of English renders these works nearly incomprehensible.
The primary challenge for literature teachers is to cultivate students' awareness of the communicative purposes within literary works According to MOET’s teaching framework, English literature is introduced as a cultural subject in the first semester, focusing on historical documentation rather than exploring the deeper messages conveyed by the authors Furthermore, many literature teachers lack specialized training in pedagogy, often relying on the methods they experienced during their own education years ago.
Current teaching practices are shaped by historical linguistic perspectives that emphasize structural analysis, impacting both teachers and students in their approach to literary works.
This thesis aims to analyze the current state of affairs and propose solutions to identified problems The intention is for these recommendations to facilitate meaningful improvements in the teaching and learning of literature, specifically at BDTTC and in universities overall.
This thesis aims to explore the predominance of a stylistic approach in literary studies, emphasizing the importance of discourse over traditional methods that view literature merely as a message or text It seeks to extend language learning into practical usage while fostering self-study habits and personal growth among students by allowing them to choose works that align with the Ministry of Education and Training's requirements and their language comprehension levels Additionally, the thesis provides strategies to assist students in uncovering the messages within the literary works they engage with.
A survey was conducted to achieve specific objectives, utilizing a questionnaire and interviews to gather insights from students about their feelings, preferences, and challenges faced during the literature course over two semesters in the academic year 2002-2003 Additionally, the study included a comparison of first-semester and second-semester test scores in literature for that year, as well as a comparison of second-semester test scores between third-year students from the 2001-2002 and 2002-2003 academic years.
0.3 AN OVERVIEW OF THE THESIS
The thesis is structured into five chapters, following an Introduction that outlines the problems and objectives, and concluding with a summary of the findings, implications, and limitations of the study Each chapter addresses one of the three identified problems and presents corresponding solutions.
Chapter 1 shows the background to the study with the description of the English literature syllabus for the third-year English majors at BDTTC, and the commonly used approaches to teaching literature in many colleges in South Vietnam so far
Chapter 2 presents a review of the literature with the previous studies related to the thesis and a display of the features of the stylistic approach which is pervasive through the whole thesis
Chapter 3 discusses the methodology utilised in the thesis accompanied with the description of the respondents, the materials and the procedure of the study
Chapter 4, titled "Data Analysis and Findings," presents an analysis of survey responses and interview comments, exploring potential explanations for the collected results It focuses on comparing test scores from the second semester of the academic years 2001-2002 and 2002-2003 for third-year students The findings aim to provide conclusions that address the research questions posed in the study.
Chapter 5 demonstrates the application of the stylistic approach to teaching an American fiction: Hemingway’s The Old Man and the Sea to the third year English majored students of BDTTC It includes the information of the writer Ernest Hemingway and his work "The Old Man and the Sea", a
BACKGROUND TO THE STUDY 9 1.1 DESCRIPTION OF THE ENGLISH LITERATURE 9
The article examines the literature syllabus for third-year English majors at BDTTC, which is aligned with the Ministry's recommended college curriculum Additionally, it explores various teaching approaches to literature that are commonly employed in colleges across South Vietnam.
1.1 DESCRIPTION OF THE ENGLISH LITERATURE
SYLLABUS FOR THE THIRD-YEAR ENGLISH MAJORS AT BDTTC
In the 1997 draft syllabus for English literature, the Ministry proposed a two-semester structure, with each semester consisting of 45 periods The syllabus content, including objectives and teaching requirements, is detailed in Table 1.0 and further elaborated in Appendix 1.
In 1999, the Ministry announced a new decision allowing colleges to customize their teaching schedules Each institution could regulate the duration of English literature courses, incorporating selected literary extracts, with a maximum of 30 periods for instruction.
The Ministry emphasized the necessity for teachers of literature to receive specialized training In my school, however, this is not the case, as teachers have only been provided with general teaching methods during their university education, lacking specific guidance on teaching literature in English.
Students at BDTTC faced a shortage of textbooks and reference materials essential for their studies, leading to insufficient teaching and learning resources for both teachers and students.
Therefore, we observed the syllabus of teaching English literature at
Ho Chi Minh City University of Education (HCMUE) utilized a textbook compiled and edited by Mr Pham Tan, M.A., a lecturer at HCMUE, which includes numerous details from the Ministry's recommended plan.
The proposed plan focuses on enhancing students' verbal skills through the study of literature, emphasizing the importance of understanding the historical and cultural context of English literature Additionally, the assessment will include a limited analysis of specific literary works, ensuring that students engage with the material on a deeper level.
To enhance the effectiveness of literature teaching, we have decided to revise both the content and the duration of the subject, aiming to provide greater benefits for our teachers and students compared to the original plan.
The syllabus we have designed is divided to be taught in two semesters:
In the first semester, we followed the Ministry's recommended teaching framework by covering the history of English literature, incorporating extracts from notable authors and works from each period, including poems, short passages, and plays.
In the second semester, we adhered to the Ministry syllabus while also incorporating elements from the literature syllabus of HCMUE, introducing students to various short stories from both English and American fiction This included teaching techniques for analyzing literary works Consequently, the teaching period was extended from 30 to 90 sessions, with 45 periods allocated for each semester.
The first semester The second semester
Lesson 1: The Anglo-Saxon literature
Lesson 4: The nineteenth century literature (The Romantic Age and
Lesson 5: The twentieth century literature
• his life and his works,
• his life and his works
• his life and his works
• His life and his works
• “the Luncheon” or “The Escape”
Table 1.0: The detailed content of teaching (The 1997 syllabus of English literature) with the original copy in Appendix 1
The Ministry’s syllabus (in one semester)
The school syllabus (in two semesters)
Chapter 2 : Some typical authors and their works
• His life and his work
• His life and his work
• His life and his work
2 The fourteenth century in England
• The Prologue to the Canterbury Tales”
• Geoffrey Chaucer and his works
3 The Renaissance literature William Shakespeare (1603-
1660), Sonnet 19, The Wealth of Love, Romeo and Juliet
• Gulliver’s Travels: The Academy of Lagado
Table 1.1: The content of teaching at BDTTC compared with the Ministry’s designed in 1999 (The original copy of the suggested syllabus in Appendix 2)
The first semester school syllabus has undergone changes compared to the Ministry syllabus, as shown in Table 1.1 Teachers are encouraged to enhance the syllabus with additional materials and activities to better align with students' levels Additionally, we have integrated the teaching of English literature history with the introduction of notable authors and works, aiming to make the learning experience more engaging and less monotonous.
The Syllabus used at HCMUE The Syllabus used at BDTTC
• A Clean Well-lighted Place by
7 Short stories of the twentieth century
• The Stove by Majorie L.C Pickthall
• The Old Man and the Sea by Ernest Hemingway
Table 1.2: The school syllabus designed based on the teaching frame of the
Ministry combined with the content of teaching at HCMUE, 1999 (The content of the teaching book designed by Pham Tan, 1997 is in Appendix 3)
1.2 SOME COMMONLY USED APPROACHES TO
The lack of training in teaching literature presents challenges; however, our strong background in teaching English as a foreign language allows us to adapt language teaching approaches to literature This adaptation is guided by the goal of enhancing learners' communicative competence Nonetheless, issues arise when this communicative ideal frequently disappears, often due to characteristics inherent in teacher-centered approaches.
The traditional classroom dynamic positions the teacher as the primary source of information, providing students with insights about the author, the context of the work, and relevant literary conventions This setup often leads to a passive learning experience, where students merely absorb information through note-taking Consequently, the educational system tends to prioritize exam preparation, as noted by Lazar (1993:191), with students expected to arrive at a singular interpretation of the text dictated by the teacher As a result, instructional methods focus primarily on imparting knowledge about literature to ensure students succeed in their exams.
Translation is used to address the challenges presented by the complexity and nuances of literary language Consequently, there is minimal interaction among students, and they rarely engage with the target language, leaving little opportunity for their personal responses or active participation during sessions.
Teachers often require personal interpretation from students but provide minimal guidance on enhancing their responses, relying mainly on traditional question-and-answer techniques This approach can limit the effectiveness of literature as a resource, as noted by Carter & Long (1991), which may dampen students' enthusiasm for independent reading and personal engagement with texts Furthermore, the methods used do not effectively contribute to the development of students' language skills, suggesting a disconnect between literature study and language acquisition.
LITERATURE REVIEW 17
PREVIOUS STUDIES 17
Numerous studies have focused on English and American literature, particularly examining effective teaching methods for English majors and in-service students at colleges and universities in Ho Chi Minh City (HCMC).
In his 2000 research, “Bridging The Gap Between EFL Language Study And Literature Study,” Sung Chính highlighted the challenges faced in teaching English and American literature at the University of Social Sciences and Humanities (USSH), including a lack of resources, inexperienced teachers, and students struggling with their learning To address these issues, Chính developed a Reading course for English majors that incorporates twentieth-century American short stories, emphasizing the importance of selecting suitable teaching methods to enhance the learning experience.
Reading and the content of the stories compatible with the Vietnamese context However, this is only the initial step to provide students with the background knowledge of literature
Le Huy Loc (1999) proposed an effective framework for teaching poetry in the Vietnamese context, emphasizing the connection between language and style He identified weaknesses among English majors at USSH in their understanding of American poetry, attributing these issues to the teaching methods employed Additionally, it is important to recognize that other literary genres, such as plays, novels, and short stories, also require focused attention in literature education.
This research emphasizes the importance of teaching literature through a stylistic approach, particularly in the context of American fiction I have selected Ernest Hemingway's "The Old Man and the Sea" as the focal work for my class A significant challenge in teaching literature lies in effectively conveying the emotions and insights of a text to students To address this, we strive to encourage learners to independently explore and uncover the deeper meanings within the language, in line with Hemingway's "iceberg" theory.
Numerous studies in Vietnam have extensively examined Hemingway's artistic style, particularly in his short stories and the structure of his novels, highlighting that the body of literature analyzing his work significantly surpasses the volume of his actual writings (Weeks, 1962:1).
Tran Thi Nhuan (1999) explored the distinctive artistic model utilized by Hemingway in his short stories, facilitating easier engagement and enjoyment for readers However, her study did not address the teaching methods for Hemingway's work or strategies to assist learners and readers in connecting with his literature.
In the research of Hemingway’s composition, Dao Ngoc Chuong
In 2001, the focus was on Hemingway's worldview as expressed through his unique versification, which shaped his distinctive writing style This tacit approach in his work is fundamentally rooted in the iceberg theory.
The Vietnamese studies enhance our comprehension of the greatest American writer of the twentieth century and enrich our appreciation of his literary works, including both short stories and novels They serve as a valuable foundation for the research titled “Teaching American Fiction from a Stylistic Perspective: A Case Study of Hemingway’s The Old Man and the Sea.” This research explores various stylistic viewpoints, including those of Halliday and Widdowson, which will be elaborated upon in the following section.
THEORETICAL BACKGROUND 19
Before exploring the stylistic approach and its applications in literature education, it is crucial to examine various perspectives on stylistics from linguists and critics, as these viewpoints form the foundation for the development of the stylistic approach.
According to Leech and Short (1981), stylistics is the study of the relation between linguistic form and literary function:
Recent perspectives on language have emerged in psychological, sociological, and philosophical contexts Contemporary linguists focus not only on the text itself but also on uncovering its deeper significance.
The study of literary language encompasses various perspectives Transformational Grammar, as proposed by Leech and Short (1981), views language as a cognitive capability of the human mind, focusing on its formal and cognitive dimensions In contrast, Halliday’s functional model emphasizes language as a "social semiotic," highlighting its social significance Additionally, European structuralism identifies underlying structural principles of contrast and pattern that are common across different human activities.
Stylistics is the linguistic analysis of style, focusing on the relationship between the writer and their writing within specific genres, periods, or schools Understanding the context of the writer and the time period aids readers in identifying the writing style and the characteristics of language employed, allowing them to grasp the underlying message conveyed by the author.
Richard Ohmann, a proponent of dualism, suggests that transformational rules in language choices do not alter the fictional universe, as noted by Leech and Short (1981:20) He minimizes the impact of certain transformations and employs a de-transforming technique focused on grammatical style However, linguists contend that the relationship between transformations and meaning is more intricate than Ohmann proposed.
In contrast to dualism, monists like David Lodge assert that a change in form inevitably results in a change in content Lodge employs new Critical Methods in prose fiction, grounded in three key principles.
Paraphrasing literary writing is inherently challenging, as is translating a literary work, due to the unique nuances involved Additionally, one cannot separate the overall appreciation of a literary piece from its stylistic elements, as both are intricately linked.
Translating a novel into a film presents significant challenges, as exemplified by the numerous adaptations of renowned literary works such as Jonathan Swift's "Gulliver’s Travels," Margaret Mitchell's "Gone with the Wind," and Emily Bronte's "Wuthering Heights." These successful film adaptations effectively communicate the authors' messages to both viewers and readers This highlights a limitation of monism, which is more suited to poetry, while dualism thrives in prose.
Pluralism, championed by Richards, Jacobson, and Halliday, addresses the limitations of dualism and monism by asserting that language serves multiple functions and communicative roles As noted by Leech and Short (1981), even the simplest utterance conveys various types of meaning.
Halliday (1970) emphasized that various writing styles serve distinct functions, asserting that all language choices carry meaning and stylistic significance He argued that analyzing linguistic elements in literary works is essential for understanding their literary value (Widdowson, 1975:7) However, Halliday's approach, which relies on the normal and verbal groups, falls short in interpreting literature, as he views it merely as a text analyzed through linguistic theories (1975:7) Consequently, he is unable to explain the poet's specific language manipulation choices.
Linguists have traditionally concentrated on structural analysis to explore the context of literary works However, there has been a recent shift towards examining discourse, allowing for deeper insights into linguistic studies This evolution has led to three distinct approaches to teaching literature: a language-based approach, literature as content, and literature for personal enrichment.
According to Lazar (1993: 27), a language-based approach encompasses various goals and procedures, facilitating the integration of language and literature in teaching and learning This method enhances learners' overall awareness and understanding of English while enabling them to make aesthetic judgments about literary texts.
In traditional literature teaching, practical criticism involves making critical judgments without guidance However, the language-based approach promotes a "learner-centered and activity-based" method (Carter & Long, 1991:9), allowing for multiple interpretations of literary texts, provided that learners are equipped with the necessary tools for interpretation.
The stylistic approach, akin to the language-based approach, views literature as a form of discourse, analyzing how linguistic elements work together to convey messages and facilitate communication This method is believed to hold significant potential for enhancing literature education (Widdowson, 1975:6).
Widdowson argues that literary discourse encompasses a subtext or deeper meaning, offering more than mere sentences He seeks to explore the connection between literature viewed as text by linguists and as messages by literary critics, focusing on the concepts of grammaticalness and interpretability According to Lazar (1993:32), this approach enables learners to engage more profoundly with literary works.
METHODOLOGY 26
RESEARCH QUESTIONS 26
This research examines the impact of different teaching methods for English literature at BDTTC, specifically comparing the traditional method, referred to as “Literature as content” by Lazer (1993), with the stylistic approach The study focuses on the dependent variable of students' test scores from the 2002-2003 semesters, along with their attitudes towards both English literature and the process of learning the English language.
One question which guides the study is: “How do different methods of teaching literature have an influence upon students’ results of learning?”
The research also measures two different dependent variables:
1 Could stylistic approach bring any beneficial changes to the students’ awareness and understanding of English language through literary texts?
2 And could the application of information technology (IT) to teaching literature bring any pleasure to students’ learning in the classroom?
RESEARCH PROCEDURES 27
The study involved 39 participants and aimed to analyze their test scores, interview responses, and questionnaire feedback Utilizing a language survey as the research method, the study gathered insights on the characteristics and perspectives of the subjects regarding language and language learning, as noted by Brown (2001).
A questionnaire was created to collect personal information from participants, including their age, gender, location, and high school attended Additionally, it aimed to assess students' attitudes and experiences regarding literature before and after utilizing a stylistic approach combined with PowerPoint presentations and film viewing, contrasting these results with the traditional teaching method employed in the first semester of 2002-2003.
The interview involved a stratified random sample of 14 respondents selected based on their learning levels in class Its purpose was to validate the benefits and challenges students experienced during the course, as previously indicated in their questionnaire responses This format allowed respondents to further articulate their views on the teaching and learning process, including the materials and methods used in literature instruction over the two semesters Their insights would enhance the interpretation of test results and questionnaire feedback.
Descriptive statistics were utilized to analyze the survey results, while two statistical tests were conducted to estimate probabilities, providing readers with a clear interpretation of the findings.
Correlation coefficients were computed and compared with the critical values in Table 4.10 (Brown, 2001: 139) to assess significance This analysis aimed to determine the relationship between teaching methods, students' attitudes towards learning, and their test scores.
To analyze the responses to questions (4), (5), and (6) from the questionnaire, mean comparisons were conducted A paired t-test was performed to calculate the t-statistic, which was then compared to the critical value for significance, as detailed in Table 4.14 (Brown, 2001).
The design of the study is comprised of three parts: (1) the participants, (2) the materials and (3) the data collection procedures
In a study conducted with third-year English majors from the 16th English course at BDTTC during the 2002-2003 academic year, questionnaires were distributed to 39 students, of which 35 were returned Although the response rate was not optimal, Brown (2001) suggests that a sample size of 28 to 30 is generally acceptable for research studies.
The small sample size in this study can be attributed to the recruitment of only one class at BDTTC during that year Additionally, the English class 15C was selected from three classes: 15A, 15B, and 15C, resulting in a minor sample of 39 students In comparison, class 15B had 43 students, and class 15C had 42 students Notably, the number of students in the minor sample (39) matched that of the major sample (English class 16), facilitating a straightforward comparison of test scores between the two groups during the second semesters of 2001-2002 and 2002-2003.
In a recent interview involving 14 students selected from three classified groups based on their second-semester scores, the breakdown included 6 good students (GS), 6 fairly good students (FG), and 2 average students (AS) Notably, FG students comprised 54% of the total 39 students, with 21 classified as FG Among the selected FG students, 2 experienced a decrease in their scores from 9 marks (GS) in the first semester to 8 and 7 marks in the second semester (2002-2003), while 2 others maintained their scores Additionally, one student managed to improve his score.
Out of 6 students, only 2 were selected for the interview, representing 15% of the group One student dropped from a good to an average performer, scoring only 6, while the other showed no improvement, also scoring 6 in both semester tests In contrast, 6 out of 10 students (31%) were chosen for their significant progress; their first semester scores placed them in the FG student group, but their second semester scores elevated them to the GS group.
The opinions on classroom teaching methods significantly impacted the test scores during the 2002-2003 school year, highlighting the strong influence of diverse teaching approaches on student learning outcomes.
Table 3.1 summarizes the key characteristics of the major sample of 35 respondents, detailing the percentages and frequencies related to their age, gender, residence, and previous high school.
The study involved 39 respondents from the English 16 class; however, four students were absent when the questionnaire was distributed, leading to an analysis based on the responses of 35 participants.
Table 3.1: Summary of sample characteristics
Characteristic Gender Where they live Their high school Age male female town country town village
Table 3.1 reveals a significant predominance of female students in the class, comprising 94% compared to 6% male students, which is typical for a language class This gender imbalance influenced the learning atmosphere, particularly during classroom activities Most students were 21 years old, facilitating a comfortable teaching and learning environment Approximately 71% of the students resided in rural areas such as An Điền, Mỹ Phước, and Phú Mỹ, while 29% lived in urban towns like Thủ Dầu Một and Lái Thiêu Notably, around 37% of students attended high school in urban settings, contributing to their background knowledge in language and literature studies, while the remaining 63% studied in rural areas.
The purpose of the study, as mentioned before, was to investigate if the stylistic approach combined with I.T could bring any possible changes to the students’ learning
To gather survey information, the study used four instruments: written feedback paper, questionnaire, interview and test
Students provided feedback immediately after lectures that utilized PowerPoint presentations and film viewing in I.T They expressed their genuine opinions on this innovative approach to teaching and learning literature, highlighting both its advantages and limitations in comparison to the traditional methods employed in the first semester A detailed analysis of their responses will be presented in Chapter 5.