IMPROVING PHILOLOGICAL CAPACITY FOR HIGH SCHOOL STUDENTS IN TEACHING READING COMPREHENSION OF LITERACY TEXTS

Abstract

The purpose of this study is to investigate the component competencies of philological competence in high school students; then propose measures to improve the capacity of students. The study used quantitative research methods, and designed questionnaires as a data collection tool. In addition, the impact method is studied to assess the changes of students in the expression of philological competence before, during and after the process of reading and understanding literary texts. The results show that the component competence of the philological competence includes: the ability to read and understand the beautiful; the ability to perceive aesthetics, to enjoy aesthetics; the ability to reproduce and create the beauty and the ability to experience aesthetics. Each component capacity is expressed at 3 levels: realization, perception; analysis, interpretation and evaluation; experiences application and creation. When testing the impact of measures to foster students' philological competence, the results also show the effectiveness of the reversed classroom teaching method and the impact of exercises and reading comprehension questions in the process of teaching reading literary texts competence. The research is meaningful for educators, especially teachers who directly teach Philology in high schools, in developing learners' capacity, improving quality of the subject, and meeting the General Education Program 2018.