Setting up a Pedagogical Model to Deal with Cultural Issues in English Selected Novels
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Date
2023
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UNIVERSITY MOULOUD MAMMERI OF TIZI–OUZOU
Abstract
Abstract
This research examined foreign language students’ reactions, responses and attitudes towards the unfamiliar cultural behaviours and thoughts exhibited via literary texts. Applying the mixed method paradigm, the research investigated student-text interaction , students’ cross cultural experience and factors influencing students’ responding process with reference to the main notions of the reader response theory and the culture shock experience. As a case study , we chose to study students’reactions towards cultural stereotypes in Conrad’s Heart of Darkness , the flapper’s changing behaviours in Fitzgerald’s This Side of Paradise, trauma in Hemingway’s novel A Farewell to Arms as well as the theme o mother fixation in Sons and Lovers by Lawrence. Relying on both quantitative data (Questionnaire instrument) and qualitative data ( Teachers’ interview, response prompt, focus group discussion), we have come to some interesting findings. First, integrating culture in teaching literary courses became a necessity and bringing the differences and similarities between C1 and C 2 is a must to develop critical minds on the part of students. Second, shedding the light on the cultural issues in multicultural literature and examining their cultural value while teaching literary texts are the firstl steps to develop cultural understanding, cultural awareness and critical thinking. Third, the unfamiliar cultural topics in English literature represent a challenge for both teachers and students. Students , to a large extent , experience culture shock while going through the cross cultural issues ( sexual issues , gender problems, racial stereotypes, war trauma, etc. They live through a multiphase emotional experience through which they witness the feelings of confusion, anxiety, frustration and emotional disturbance. Despite the severe nature of the cross cultural conflict students undergo, they show tolerance , awareness, empathy and adaptation. They do not accept passively whatever is written about the foreign cultural world. However, they deal with the unfamiliar cultural world employing critical lens of understanding and reflective thinking. Fourth, many factors shape students’ responding process including gender, personal experience or personal memories and religion.
ﯾﻔﺤﺺ ھﺬا اﻟﺒﺤﺚ ردود ﻓﻌﻞ طﻼب اﻟﻠﻐﺎت اﻷﺟﻨﺒﯿﺔ واﺳﺘﺠﺎﺑﺎﺗﮭﻢ وﻣﻮاﻗﻔﮭﻢ ﺗﺠﺎه اﻟﺴﻠﻮﻛﯿﺎت واﻷﻓﻜﺎر اﻟﺜﻘﺎﻓﯿﺔ ﻏﯿﺮ اﻟﻤﺄﻟﻮﻓﺔ اﻟﺘﻲ ﯾﺘﻢ ﻋﺮﺿﮭﺎ ﻋﺒﺮ اﻟﻨﺼﻮص اﻷدﺑﯿﺔ، ﺑﺘﻄﺒﯿﻖ ﻧﻤﻮذج اﻟﻄﺮﯾﻘﺔ اﻟﻤﺨﺘﻠﻄﺔ ، ﺣﯿﺚ ﻗﺎم اﻟﺒﺎﺣﺚ ﺑﺎﻟﺘﺤﻘﯿﻖ ﻓﻲ ﺗﻔﺎﻋﻞ اﻟﻄﺎﻟﺐ ﻣﻊ اﻟﻨﺺ ، وﺗﺠﺮﺑﺔ اﻟﻄﻼب ﻋﺒﺮ اﻟﺜﻘﺎﻓﺎت واﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ ﻋﻤﻠﯿﺔ اﺳﺘﺠﺎﺑﺔ اﻟﻄﻼب ﺑﺎﻹﺷﺎرة إﻟﻰ اﻟﻤﻔﺎھﯿﻢ اﻟﺮﺋﯿﺴﯿﺔ ﺑﺎﻻﻋﺗﻣﺎد ﻋﻠﻰ ﻛل ﻣن اﻟﺑﯾﺎﻧﺎت اﻟﻛﻣﯾﺔ )أداة ،ﻟﻨﻈﺮﯾﺔ اﺳﺘﺠﺎﺑﺔ اﻟﻘﺎرئ وﺗﺠﺮﺑﺔ اﻟﺼﺪﻣﺔ اﻟﺜﻘﺎﻓﯿﺔ ، ( اﻻﺳﺗﺑﯾﺎن (واﻟﺑﯾﺎﻧﺎت اﻟﻧوﻋﯾﺔ )ﻣﻘﺎﺑﻠﺔ اﻟﻣﻌﻠم ، اﻻﺳﺗﺟﺎﺑﺔ ، ﻣﻧﺎﻗﺷﺔ ﺟﻣﺎﻋﯾﺔ ﻓﻲ ﻣوﺿوع ﻣﺣدد ﺗوﺻﻠﻧﺎ إﻟﻰ اﻟﻌدﯾد ﻣن اﻟﻧﺗﺎﺋﺞ: أوﻻً : أﺻﺒﺢ دﻣﺞ اﻟﺜﻘﺎﻓﺔ ﻓﻲ ﺗﺪرﯾﺲ اﻟﺪورات اﻷدﺑﯿﺔ أﻣﺮًا ﺿﺮورﯾًﺎ ، ﻛﻤﺎ أن ﺗﺤﻘﯿﻖ و ﺛﻘﺎﻓﺔ 1 اﻻﺧﺘﻼﻓﺎت واﻟﺘﺸﺎﺑﮭﺎت ﺑﯿﻦ اﻟﺜﻘﺎﻓﺔ أﻣﺮ ﻻ ﺑﺪ ﻣﻨﮫ ﻟﺘﻄﻮﯾﺮ اﻟﻌﻘﻮل اﻟﻨﻘﺪﯾﺔ ﻣﻦ 2 ﺟﺎﻧﺐ طﻼﺑﻨﺎ. ﺛﺎﻧﯿًﺎ : ﯾﻌﺪ إﻟﻘﺎء اﻟﻀﻮء ﻋﻠﻰ اﻟﻘﻀﺎﯾﺎ اﻟﺜﻘﺎﻓﯿﺔ ﻓﻲ اﻷدب ﻣﺘﻌﺪد اﻟﺜﻘﺎﻓﺎت ودراﺳﺔ ﻗﯿﻤﺘﮭﺎ اﻟﺜﻘﺎﻓﯿﺔ أﺛﻨﺎء ﺗﺪرﯾﺲ اﻟﻨﺼﻮص اﻷدﺑﯿﺔ ھﻮ اﻟﺨﻄﻮة اﻷوﻟﻰ ﻟﺘﻄﻮﯾﺮ اﻟﻔﮭﻢ اﻟﺜﻘﺎﻓﻲ واﻟﻮﻋﻲ اﻟﺜﻘﺎﻓﻲ واﻟﺘﻔﻜﯿﺮ اﻟﻨﻘﺪي. ﺛﺎﻟﺜًﺎ: ﺗﻤﺜﻞ اﻟﻤﻮﺿﻮﻋﺎت اﻟﺜﻘﺎﻓﯿﺔ ﻏﯿﺮ اﻟﻤﺄﻟﻮﻓﺔ ﻓﻲ اﻷدب اﻹﻧﺠﻠﯿﺰي ﺗﺤﺪﯾًﺎ ﻟﻜﻞ ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ واﻟﻄﻼب، ﺣﯿﺚ ﯾﻌﺎﻧﻲ اﻟﻄﻼب ، إﻟﻰ ﺣﺪ ﻛﺒﯿﺮ ، ﻣﻦ اﻟﺼﺪﻣﺔ اﻟﺜﻘﺎﻓﯿﺔ أﺛﻨﺎء اﻟﻤﺮور ﺑﺎﻟﻘﻀﺎﯾﺎ ﻋﺒﺮ اﻟﺜﻘﺎﻓﺎت )اﻟﻘﻀﺎﯾﺎ اﻟﺠﻨﺴﯿﺔ ، ﻣﺸﺎﻛﻞ اﻟﺠﻨﺲ ، اﻟﺼﻮر اﻟﻨﻤﻄﯿﺔ اﻟﻌﺮﻗﯿﺔ ، ﺻﺪﻣﺔ اﻟﺤﺮب، إﻟﺦ. ﻟﻘﺪ ﻋﺎﺷﻮا ﻓﻲ ﺗﺠﺮﺑﺔ ﻋﺎطﻔﯿﺔ ﻣﺘﻌﺪدة اﻟﻤﺮاﺣﻞ ﺷﮭﺪوا ﻣﻦ ﺧﻼﻟﮭﺎ ﻣﺸﺎﻋﺮ اﻻرﺗﺒﺎك واﻟﻘﻠﻖ ، اﻹﺣﺒﺎط واﻻﺿﻄﺮاب اﻟﻌﺎطﻔﻲ، ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ اﻟﻄﺒﯿﻌﺔ اﻟﺸﺪﯾﺪة ﻟﻠﺼﺮاع اﻟﺜﻘﺎﻓﻲ اﻟﺬي ﯾﻤﺮ ﺑﮫ اﻟﻄﻼب ، إﻻ أﻧﮭﻢ ﯾﻈﮭﺮون اﻟﺘﺴﺎﻣﺢ واﻟﻮﻋﻲ واﻟﺘﻌﺎطﻒ واﻟﺘﺒﻨﻲ. إﻧﮭﻢ ﻻ ﯾﻘﺒﻠﻮن ﺑﺸﻜﻞ ﺳﻠﺒﻲ ﻛﻞ ﻣﺎ ﯾﻜﺘﺐ ﻋﻦ اﻟﻌﺎﻟﻢ اﻟﺜﻘﺎﻓﻲ اﻷﺟﻨﺒﻲ، وﻣﻊ ذﻟﻚ ، ﻓﮭﻢ ﯾﺘﻌﺎﻣﻠﻮن ﻣﻊ اﻟﻌﺎﻟﻢ اﻟﺜﻘﺎﻓﻲ ﻏﯿﺮ اﻟﻤﺄﻟﻮف ﺑﺎﺳﺘﺨﺪام اﻟﻌﺪﺳﺔ اﻟﻨﻘﺪﯾﺔ ﻟﻠﻔﮭﻢ واﻟﺘﻔﻜﯿﺮ اﻟﺘﺄﻣﻠﻲ . راﺑﻌًﺎ: ﺗﺸﻜﻞ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻌﻮاﻣﻞ ﻋﻤﻠﯿﺔ اﺳﺘﺠﺎﺑﺔ اﻟﻄﻼب ﺑﻤﺎ ﻓﻲ ذﻟﻚ اﻟﺠﻨﺲ أو اﻟﺘﺠﺮﺑﺔ اﻟﺸﺨﺼﯿﺔ أو اﻟﺬﻛﺮﯾﺎت اﻟﺸﺨﺼﯿﺔ واﻟﺪﯾﻦ.