SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION

Tóm tắt

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.