Vận dụng lí thuyết tiếp nhận của Wolfgang Iser trong dạy học đọc hiểu văn bản văn học: tổng quan nghiên cứu và gợi ý hướng tiếp cận

Tóm tắt

In the context of reforming the teaching of Literature towards competency development, finding modern theoretical foundations to improve the quality of teaching reading comprehension of literary texts is an urgent requirement. This article approaches Wolfgang Iser’s reception theory as a conceptual foundation for teaching literary reading comprehension. The review indicates that many reader response or reception oriented approaches to literature teaching emphasize students’ experiences and personal responses while only marginally engaging with Iser’s core concepts such as the implied reader, textual gaps or indeterminacy, and the temporal process of anticipation and retrospection. In the Vietnamese context, existing work on Iser mainly systematizes his key notions and affirms a shift in teaching perspectives, but offers few operationalized models of literary reading instruction derived from this framework. The article argues that Wolfgang Iser’s reception theory holds significant potential as a reference framework for designing competence oriented literary reading instruction under the Vietnam’s 2018 Language Arts and Literature Curriculum, and points to the need for further research that models the act of reading and conducts classroom based interventions to translate reception theoretical principles into workable teaching procedures.