Giáo dục năng lực giao tiếp trong môn tiếng việt ở bậc tiểu học tại việt nam nhìn từ góc độ lí thuyết về thể loại theo trường phái sydney.

76 NG6NNGU;&Dd l S6N G Sl 1 (243)-2016

[NGON NG C TRONG NHA TRUCNG I

GIAO DUC NANG L^C GIAO TIEP

TRONG MON TIENG VI$T 6 B^C TIEU HQC

TAI VIET NAM NHIN TlT GOC DQ LI THUYET VE

THELOAITHEO TRU'OnVG PHAI SYDNEY

LITERACY EDUCATION IN THE PRIMARY YEARS IN VIETNAM

FROM THE SYDNEY-SCHOOL GENRE PERSPECTIVE

N G 6 TH | BICH THU

(TS; University of New England, Australia)

Abstract: Vietnamese literacy education has been a great concern to tbe whole of Vietnam's

society. Recently, tbe Vietnam Ministry of Education and Training has been striving to

implement the most rigorous education reform in history to the whole education system,

including school education and higher education in all subject areas. This paper discusses the

ranges of genres being taught in the Vietnamese Language Arts subject area in tbe primary

schools in Vietnam in comparison with Austi^lian primary schools. The paper also puts forward

a proposal for tbe inclusion of a range of genres in primary literacy education in response to the

current reforms in Ll education in Vietnam.

Key words: literacy education reform; the prunary years; Tbe Sydney school genre theory;

Systemic Functional Linguistics; Vietnam; Austtalia.

1. Dan nhgp: Nhu cau phai doi mdi chmmg dugc dgy d bgc tieu hgc tgi Australia vd tft d6 lut

trinh day hpc tiing Vift kiiJi nghifm sogn tiido chuong trinh cho mdn hpc

Chat lupng gido dye ndi chung va chat lugng ndy tgi Vift Nam.Ca sd If tiiiQ^t cho cdr^ trinh

day hpc mfln Tieng Vift vd Ngft Vdn ndi riSng cfta ngjiifin cftu ndy Id If tiiuylt Ngdn ngft hpc Chde

ehiing ta dang la moi quan tdm rat Idn ciia toan xd ndng hf thong vd Ii tiiuyet vl the logi tbeo tnrdng

hfi. Tai phiSn hpp Quoc hfi ngdy 20/10/2015, Chii phdi Sydn^. Ddy cung Id nhftng ca sd li thi ^

tteh Uy ban Trung uong Mgt trgn To quoc Vift dugc dp dyng cho vi?c thilt kl chuong trinh Ngtt

Nam, Nguyen Thifn Nhan da phat bilu rdng vdn eiia Australia (The Australian curriculum:

"Nbdn ddn chua hdi long vdi chat lugng ^ao dye English; ACARA, 2014) va ngdy cdng cd t ^ finh

hifn tgi" (Hodng Thuy, 2015). Nghi Quy6t sl 29- budng sdu rfng d ^ vifc gjdng dgy Ngft vSn vd

NQ/TW eiia Ban ehdp hanh Trung Uong Dang Ngdn ngft tgi nhilu cpioc gia tren tbe gjdi nhu

/1A,^A -VT -x _ ^nn ^ As _i.i I L.. _i.. ".*i: e; TT i-\..i_ T I !- u-._ i,i A«k Odiod XI, ndm 2013) da nhan manh nbu cau "doi

m(M cdn bdn, toan difn gido dye vd dao tao vl myc

tieu, ngi dung vd phuong pbap".Mf t trong nhung

nhifm vy ciia cdng cufc c£u each gido dye lan nay

la "Ting kit, danh gia chuong trinh vd sdch gido

khoa hifn bdnh dl xdc djnh r5 nhftng uu diem can

thfta ke, phat huy va ban che bat cap can khdc

phyc" (MOET 2015, tt.2).Ngbi quylt nay Id kim

chi nam cho cdc boat dfng nghien cftu danh gjd

chuong trinh vd dgy hpc ve nang lyc gjao tilp

(litaacy) titing mdn Tieng Viet vd N ^ Van t^

tiudng pbl ttidng. Bdi bao ndy se danh gja diuong

trinh Tiing Vift tieu bgc tren khia canh till logi

vdn bdn, doi chilu so sanh vdi cac ttie loai van ban

Singapore, Trung Quoc, Indonesia, Hoa kl, Anh,

Brazil, Argentina (Achu^, Schleppegrell, &

Oteiza, 2007; Brisk, 2014; CoflRn, 2009; Emilia &

Hamied, 2015; Gebbard, Chen, Graham, &

Gunawan, 2013; Schleppegrell, 2013; Sujatna,

2012).

2. Khdi nifm dinnig dai vl ndng lyc ^ao

tilp (literacy)

Trong nhflng tfiito ki qua, khdi nifm "literal'

ed nhilu chuyin bi ^ cCmg vdi sy phdt tiiln eda

kinb tl xd bf i vd c&ig ngjif. Tbeo cdch bilu tiuy^

thing, ndng lyc "fiteracy" Id khd ndng bilt dpc,

bilt vi4 Ndm 1958, tl chftc Gido dye, Khoa hpc

vd \ ^ hod cfta Li&i bifp quIc (UNESCO) djiih