APPLYING CONTEXTUAL THEORY IN FOLKLORE STUDIES TO TEACHING OF LEGEND READING IN GENERAL EDUCATION

Tóm tắt

Building on folklore studies’ longstanding concern with the socio-cultural functions of legend, this article critically reviews foundational scholarship on contextual approaches within folklore theory. On this theoretical basis, the authors analyze and systematize key elements of situational and cultural contexts that inform the creation, transmission, and interpretation of legend as a distinct folk narrative genre. Based on a review of the 2018 Vietnamese Literature Curriculum and an analysis of how legends are currently presented in textbooks, the study proposes a contextualized pedagogical framework for teaching legend reading. The findings affirm the value of contextual approaches as an interdisciplinary methodology integrating literary studies, anthropology, and education, which not only reconstructs the cultural depth of legends but also enables new possibilities for preserving and revitalizing folk heritage in contemporary life.