In Vietnam, what does onomatopoeia mean? what is the grade whose Literature curriculum covers onomatopoeia?

In Vietnam, what does onomatopoeia mean?

Onomatopoeia refers to terms that evoke the form, appearance, or state of an object or phenomenon in a vivid and intuitive way. They help readers and listeners better visualize what is being described.

*Note: Information about onomatopoeia is for reference only..*

In Vietnam, what does onomatopoeia mean? what is the grade whose Literature curriculum covers onomatopoeia? (Image from the Internet)

In Vietnam, what is the grade whose Literature curriculum covers onomatopoeia?

Under the regulations in Section 5 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT:

VIETNAMESE LANGUAGE KNOWLEDGE

1.1. Meanings of some relatively common proverbs and idioms

1.2. Nuances of word meanings and word selection

1.3. Onomatopoeia: characteristics and effects

1.4. Meanings of some common Sino-Vietnamese elements (e.g., vo, huu) and the meanings of words containing those elements (e.g., vo tu, vo hinh, huu quan, huu han)

2.1. Particles, interjections: characteristics and functions

2.2. Independent components in sentences: characteristics and functions

2.3. Declarative, interrogative, imperative, and exclamatory sentences; affirmative and negative sentences: characteristics and functions

3.1. Rhetorical devices of inversion, rhetorical questions: characteristics and effects

3.2. Literal and implied meanings of sentences

3.3. Deductive, inductive, parallel, and coordinated paragraphs: characteristics and functions

3.4. Text types and genres

- Narrative text: a composition recounting a trip or a social activity

- Expressive text: six-syllable and seven-syllable poetry; a paragraph reflecting on a six- or seven-syllable poem

- Discursive text: thesis, argument, reasoning, and evidence; an essay discussing a life issue; an analysis of a literary work

- Informative text: objective information, subjective opinion, and purpose of the text; an explanatory text about a natural phenomenon; a book introduction; a petition

4.1. National and local terms: functions and values

4.2. Social jargon: functions and values

4.3. Non-verbal communication means: images, data, charts,...

Thus, according to the above regulations, the 8th-grade Literature curriculum in Vietnam covers onomatopoeia.

What are the orientations for writing instruction in the 8th-grade Literature curriculum in Vietnam?

According to Section 6 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the 8th-grade Literature curriculum will be oriented as follows:

- The purpose of writing instruction is to train students' thinking and writing skills, thereby educating qualities and developing students' personalities. Therefore, when teaching writing, teachers focus on the requirement to generate ideas and know how to present them in a coherent, creative, and persuasive manner.

- Teachers emphasize guiding students through the steps of creating a text, practicing writing according to the steps, and the characteristics of each text type.

- Through practice, teachers guide students to analyze texts in the reading comprehension section and supplementary texts to understand the characteristics of text types, and the process of creating texts; use questions to help students determine the purpose and content of writing; introduce sources of material, guide idea sourcing, and outline drafting; guide students in writing texts; self-editing and exchanging based on writing assessment criteria.

- At the secondary and high school levels, teachers require students to perform more complex tasks such as gathering information for writing from various sources (printed material, online material, interviews, collecting data from reality); discussing and analyzing writing assessment criteria; knowing how to self-edit, exchange within groups to perfect their writing, and gaining experience after each writing session,...

- At these two education levels, besides continuing to analyze samples of different text types, teachers focus on guiding positive writing techniques to help students master the skills necessary for each text type, while developing critical thinking, problem-solving abilities, and creativity through their writing. In addition to conventional texts, students also practice creating electronic texts and multimedia texts.

Teachers use methods such as sample analysis, questioning, problem-solving, and suggestion to guide students in outlining, choosing development and expression strategies; organizing students to practice text writing, which could be writing individual parts: introduction, conclusion, or one or several body paragraphs; organize the writing of paragraphs and essays typically involves activities such as: stating the tasks that students need to complete; having students work individually, in pairs, or groups; presenting work results, discussing assigned tasks, and drawing conclusions from lessons; giving feedback, evaluation,...; after writing, students should have opportunities to speak and present what they have written.