Abstract:

In recent years, more and more critical studies and volumes have been published, which offer alternatives for practicing teachers, urging to update the framework of Hungarian literary education. According to most of these literary works, literary education is unable to fulfill its most basic task: encouraging students to become readers. This is partly because as for their subject matter and world view, texts canonized in public education prove to be alien to 21st century students. Moreover, canonized literary works provoking dark and negative feelings dominate curricula, while the number of humorous, upbeat works is few and far between.

Similarly to contemporary literary works, works carrying comical characteristics are neglected in public education, despite the fact that nearly all periods in Hungarian literature contain traces of linguistic-stylistic tools and aesthetic categories. By integrating such works into public education and choosing the right methods, these literary works provide an excellent foundation to develop a deeper understanding of literature based on the principles of reception aesthetics. This aims to bring students closer to contemporary literature. In addition, distorting, exaggerated and mocking imitation that gives the essence of parody also provides an opportunity to illustrate the practicalities of intertextuality.

The present study aims to assess the methodological utilization of literary works included in the genre of parody within the framework of BA-level teacher training. It also seeks to provide methodological suggestions regarding how to process literary texts belonging to the genre of parody in class. Moreover, the study aims to reflect on the positive effects linguistic humor might have in literature classes, and how these types of works shape and mold students’ perception of literature.

The methodological techniques and practices discussed in the study were presented to second-year students at the Faculty of Central European Studies at the Constantine the Philosopher University in Nitra. The study gives an insight into certain sessions of the course named Interpretation of Literary Works of the 20th Century, where students discuss literary parodies titled Így írtok ti [That’s How You Write] (1912) written by Frigyes Karinthy and Addig se iszik [At least he doesn’t drink] (2017) written by Tibor Bödőcs, while applying cooperative strategies and methods based on the constructive literary educational model and lerner-centered literary education. In these seminars we pay close attention to the characteristics of parody as a genre, the linguistic means of expressing humor and the comparative, stylistic examination of these literary works. Cooperative techniques – with the help of which transversal competencies can be efficiently developed –, along with worksheets created by me are aimed at the development of comprehension and composition skills, as well as critical thinking.

Keywords:

Parody, imitation, constructive pedagogy, cooperative learning, comprehension.