SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION
DOI:
https://doi.org/10.18173/2354-1075.2026-0002Keywords:
semiotics, teaching reading comprehension, literature, upper secondary level, competency developmentAbstract
The article explores semiotics as a viable approach to teaching literary reading comprehension at the upper secondary level within a competency-based educational framework. Theoretically, it conceptualizes literary texts as open semiotic fields in which meaning is constructed through reading in relation to cultural dialogue and ideology. Pedagogically, it proposes practical principles and levels of application in school contexts. The study’s novelty lies in repositioning semiotics from a tool of textual analysis to a pedagogical methodology and in demonstrating its alignment with contemporary educational theories. The findings confirm semiotics as a flexible and sustainable approach that fosters students’ critical thinking and creative capacities.
Downloads
References
[1] F Saussure, (1916). Cours de linguistique générale (C. Bally, A. Sechehaye, Eds.). Payot.
[2] CS Peirce, (1931–1958). Collected papers of Charles Sanders Peirce (Vols. 1–8; C. Hartshorne, P. Weiss & A. W. Burks, Eds.). Harvard University Press.
[3] R Barthes, (1990). S/Z (R. Miller, Trans.). Blackwell Publishing.
[4] R Barthes, (1991). Mythologies (A. Lavers, Trans.). New York: The Noonday Press.
[5] U Eco, (1979). A theory of semiotics. Indiana University Press.
[6] YM Lotman, (1990). Universe of the mind: A semiotic theory of culture (A. Shukman, Trans.). Indiana University Press.
[7] W Iser, (1978). The act of reading: A theory of aesthetic response. Johns Hopkins University Press. https://doi.org/10.56021/9780801821011.
[8] HR Jauss, (1982). Toward an aesthetic of reception. University of Minnesota Press.
[9] LM Rosenblatt, (1994). The reader, the text, the poem: The transactional theory of the literary work. SIU Press.
[10] M Zengin, (2016). An Introduction to Intertextuality as a Literary Theory: Definitions, Axioms and the Originators. Pamukkale University Journal of Social Sciences Institute, 25, 299–326. https://doi.org/10.5505/pausbed.2016.96729.
[11] F de Saussure, (2004). Giáo trình ngôn ngữ học đại cương (Cao Xuân Hạo, dịch). NXB Khoa học Xã hội, Hà Nội.
[12] R Barthes, (2008). Những huyền thoại (Phùng Văn Tửu, dịch). NXB Tri thức, Hà Nội.
[13] H Trinh, (1979). Kí hiệu, nghĩa và phê bình văn học. NXB Văn học, Hà Nội.
[14] TD Dung, (1998). Từ văn bản đến tác phẩm văn học. NXB Khoa học Xã hội, Hà Nội.
[15] TD Dung, (2021). Văn bản văn học và sự bất ổn của nghĩa. NXB Văn học, Hà Nội.
[16] TD Sử, (2016). Trên đường biên của lí luận văn học. NXB Phụ nữ, Hà Nội.
[17] DL Thúy, (2004). Sự đỏng đảnh của phương pháp. NXB Văn hoá Thông tin, Hà Nội.
[18] L Nguyên, (2018). Phê bình kí hiệu học: Đọc văn như là hành trình tái thiết ngôn ngữ. NXB Phụ nữ, Hà Nội.
[19] LH Bắc, (2019). Kí hiệu và liên kí hiệu. NXB Tổng hợp Thành phố Hồ Chí Minh, TP Hồ Chí Minh.
[20] C Paolucci, (2021). Meaning, interpretation, and culture: The semiotics of Umberto Eco. Springer. Xem tại: https://link.springer.com/series/11797.
[21] R Barthes, (1977). Image – Music – Text (S. Heath, Trans.). Fontana Press.
[22] Rockhill PH, (1996). The reception theory of Hans Robert Jauss: Theory and application (Master’s thesis). Portland State University. https://doi.org/10.15760/etd.7039.
[23] R Barthes, (1967). Elements of semiology (A. Lavers & C. Smith, Trans.). Hill and Wang.
[24] Bộ Giáo dục và Đào tạo, (2020). Chương trình giáo dục phổ thông môn Ngữ văn (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT). NXB Giáo dục Việt Nam, Hà Nội.
[25] LS Vygotsky, (1978). Mind in society: The development of higher psychological processes (M. Cole et al., Eds.). Harvard University Press.
[26] J Piaget, (1972). The psychology of the child (H. Weaver, Trans.). Basic Books.
[27] H Gardner, (2011). Frames of mind: The theory of multiple intelligences. Basic Books.
[28] MM Bakhtin, (1981). The dialogic imagination: Four essays (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). University of Texas Press.
[29] M Foucault, (1970, 1981). The order of discourse. In R. Young (Ed.), Untying the text: A post-structuralist reader. Routledge & Kegan Paul.
[30] J Dewey, (1938). Experience and education. Macmillan.
[31] J Delors, (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. UNESCO.
