The role of Gothic elements in the formation of literary and aesthetic competence of students in foreign literature lessons

Abstract

In the modern educational context, the study of Gothic elements in classical literature plays a key role in the development of literary and aesthetic competence of students. The topic is especially relevant for foreign literature lessons, where the analysis of dark motives contributes to the formation of critical thinking, emotional perception and interdisciplinary connections. The present study focuses on identifying Gothic features in Shakespeare's tragedies Macbeth and Hamlet, as well as in the Bronte sisters' novels Wuthering Heights and Jane Eyre. The purpose of the work is to analyze the evolution of Gothic motifs from the Renaissance to Victorian literature and to assess their pedagogical potential. The tasks include comparing supernatural elements, psychological conflicts, and the atmosphere in these texts, as well as justifying their use to foster ethical and aesthetic competencies in schoolchildren. The research methodology is based on a qualitative approach combining thematic and comparative literary analysis. The original texts of the works were studied, as well as secondary sources, including the works of H. Spadaccini, D. Panther and A. Srivastava. The analysis was carried out taking into account the historical and cultural context: for Shakespeare's plays, the focus was on supernatural and moral corruption, for Victorian novels, on psychological torments and social restrictions. Psychoanalytic interpretations (according to Freud) were used to analyze the madness of the characters, as well as interdisciplinary connections with psychology and cultural studies. The study covers key motifs: ghosts, madness, gloomy landscapes, and moral decay, using quotes from texts to illustrate. The results of the analysis demonstrate that in Macbeth and Hamlet, Gothic elements manifest themselves through external supernatural forces (witches, ghosts), reinforcing the themes of ambition and guilt, as in Macbeth's hallucination scene or the appearance of a ghost to Hamlet. In Wuthering Heights and Jane Eyre, the focus shifts to internal conflicts: the obsessive love of Heathcliff and Catherine, symbolized by ghostly visions, or Jane's suppressed identity in the atmosphere of Thornfield Hall with crazy Bertha. The evolution of motifs reflects the transition from external horror to psychological horror, reflecting cultural changes from the Renaissance to the Victorian era. The discussion of the results highlights the pedagogical value: Gothic elements stimulate discussions about morality, fears, and identity, developing students' competencies in text analysis, empathy, and creativity. The study offers methodological recommendations, including project activities and dramatizations, for integration into school lessons. The novelty lies in an interdisciplinary approach linking literature with psychology and media literacy. The findings contribute to increased motivation to read and the formation of a comprehensive personality, confirming the relevance of the Gothic genre in modern education.