Volume 03 Issue 06-2023
137
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
137-141
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article considers using authentic literary texts in teaching a foreign language. Also, the main benefits of using
literary texts are analyzed, and different approaches to organize this process are described.
KEYWORDS
Literary text, teaching, literature, TEFL.
INTRODUCTION
Literary text is one of the most important texts source
of information and is considered the main type speech
activities, contributing to foreign language learning. It
is believed that foreign language proficiency depends
on the quality and the amount of text read in a given
language. Nowadays the choice of educational
materials for a foreign language teacher is quite large -
from ready-made methodological developments and
teaching aids to accessible authentic journalistic
materials and fiction. However, choosing a teaching
strategy for specific students, the question arises of
the appropriateness of using literary texts in the
curriculum, as well as the degree of their authenticity
or adaptation.
Traditionally, the teaching methodology has a rather
favorable attitude towards the inclusion of a literary
text in foreign language teaching programs.
Methodologists see the following advantages in it:
1. Reading fiction allows you to move away from
standardized educational texts and introduce students
to the modern "living" language. [1]
Research Article
USING LITERARY TEXTS IN TEACHING A FOREIGN LANGUAGE
Submission Date:
June 14, 2023,
Accepted Date:
June 19, 2023,
Published Date:
June 24, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue06-22
Alimbetova Mekhriban Muratbayevna
A Phd Student Of Nspi, Nukus, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
138
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
137-141
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2. Work on a literary text allows you to develop
language skills - lexical and grammatical. Allows you to
overcome the language barrier, giving the student the
opportunity to express their opinion about what they
read, evaluating situations, characters, events. Thus,
reading a literary text stimulates speech activity. [2]
3. Reading a work of art covers the linguistic and
cultural aspect - it provides information about the
social, cultural, structure of a foreign-speaking society,
allows you to expand the general horizons of students
and instill aesthetic taste.[3]
4. Reading a literary text forms the skills of
independent work - to process semantic information,
to systematize and analyze what has been read, to
work with a dictionary. [4]
5. Fiction is a means of forming a secondary linguistic
personality, which “implies a person’s ability to
communicate in a foreign language, actively interact
with representatives of other cultures, and represent
their culture at the international level” [5]
E. I. Tsvirko highlights the following advantages of a
work of art over popular science and educational texts
in teaching analytical reading: - A literary text is aimed
at general knowledge of a person, therefore, it
corresponds to the aspirations and needs of young
people. - Fiction text has a broad theme and does not
require specialized background knowledge, unlike
popular science and other non-fiction literature. - The
compositional construction of a literary text - the
absence of fragmentation, plot - allows you to direct all
the elements of the plot to resolve the conflict, which
allows you to maintain interest throughout the entire
reading process. [6]
Despite the approval of the use of a literary text for
teaching various types of reading and its use in the
educational process as a whole, there are still disputes
in foreign methods of teaching a foreign language
about the appropriateness of this type of activity. Thus,
Alan Meili, author of the chapter "Literature in
Language Classes" in the "Cambridge Guide to
Teaching English to Foreigners", explains the situation
as follows. Historically, literature has long been the
main source of linguistic information in teaching a
foreign language. However, with the development of
technical means, methods of teaching a foreign
language and the availability of language material, the
role of a work of art in teaching a foreign language
began to weaken. The growing popularity of the
English
language
required
mass
training
of
"functionally competent users". In this process, the
use of literature and the artistic word became
inappropriate, and even partly harmful. The debate
between the supporters of the “old” and “new”
approaches continues to th
is day, however, “recently
there has been a gradual rehabilitation of literature and
its value in the learning process”. Starting from the
1980s of the XX century, the literary text began to
Volume 03 Issue 06-2023
139
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
137-141
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
gradually return to the practice of teaching English as
a foreign language.
Thus, foreign methodologists and practicing teachers
who use literature in the process of teaching a foreign
language face the following objections: - Literary
reading does not meet the criteria of academic
character and, accordingly, does not fit into the
framework of the educational process.
The literary text is complicated by its grammatical
structure and is incomprehensible from a cultural point
of view, it may contain unnecessary lexical units that
make understanding difficult. However, for some
teachers, the grammatical and cultural complexity of
the text is a motivation for in-depth study of the text.
Thus, supporters of literature in teaching practice
explain the use of a literary text by the following
reasons:
1. Linguistic: literature is an authentic material that is a
source of an "unchanged" language, syntactic, lexical
and grammatical patterns that can be used for
educational purposes.
2. Cognitive: literature helps develop critical thinking
skills by encouraging students to express their
opinions and thoughts, to defend their point of view.
Literature also helps to establish interaction between
learners when the material read is used for further
discussions and discussions.
3. Aesthetic: reading a literary text helps to see the
beauty of the language being studied at its best.
Literature provides examples of descriptions of events,
places, characters, relationships, written by the best
authors.
4. General education: reading increases horizons and
establishes relationships with the outside world.
5. Motivating: A literary text is not only a set of
grammatical rules and cultural facts, reading arouses
interest in further study of socio-cultural factors
beyond the educational process.
6. Psychological: the literary text meets the needs of
students, makes the learning process more creative
and attractive, increases students' self-esteem.
Lindsay Clenfield identifies three main approaches to
the study of a literary text, combining them into three
models:
1. Cultural model, when a literary text is considered as
a product, a source of information about the culture
being studied. The main emphasis is placed on the
social, political, historical context, the belonging of the
text to literary movements and genres. This model is
focused more on the teacher and is widely used in
university teaching practice.
2. Language model, when, when studying a text, much
attention is paid to lexical and grammatical structures
or stylistic analysis, which allows consciously
Volume 03 Issue 06-2023
140
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
137-141
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
interpreting the text. This model is more student-
oriented, improves general knowledge of a foreign
language and makes the approach to literature more
competent.
3. The model of personal growth is focused on
students and the process of studying the text itself.
With this approach, students are invited to express
their opinion, describe their own experience, express
their attitude to what they have read. This model
promotes interaction between the reader and the text,
making
language
learning
more
memorable,
personalized.
Regardless of the chosen model and type of reading,
foreign practicing teachers observe a positive attitude
of students towards reading fiction at the lessons of
English as a foreign language. Teachers note increased
motivation, improved reading skills and an increase in
general interest in this type of activity.
Summing up the above, we note that both domestic
and foreign methodologists observe the positive
impact of using a literary text in classes in English as a
foreign language, noting the undoubted advantages of
a literary word for the linguistic and aesthetic
development of students.
Despite some disagreements on this issue, the change
of vector in relation to the literary text in foreign
teaching practice cannot but rejoice. In addition to
such obvious benefits of using literature as authentic
and natural language, the development of language
skills, the enrichment and development of oral speech,
as well as emotional and psychological benefits, there
is another one that is directly related to the academic
nature of the learning process. Reading a literary text
provides general literacy and allows you to develop the
skills of critical thinking, the ability to analyze,
independence, which are necessary for the formation
of a competent specialist in any field.
REFERENCES
1.
Ermakova A. S. Domashnee chtenie v obuchenii
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http://www.scienceforum.ru/2015/pdf/12328.pdf
(access date 28.03.2016).
2.
Morozova I. G. Ispolzovanie khudozhesvennyh
tekstov
dlya
formirovania
sociokulturnoi
kompetencii v processe obychenia inostrannomy
yazyku v vuzakh. [Electronic resource]. URL:
https://www.hse.ru/pubs/share/direct/document/5
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3.
Odintsova J. V. Metodicheskaya kharacteristica
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Perlova I. V. Motivatsia samostoyatelnoi raboty v
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inoyazychnogo
chteniya.
//
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Volume 03 Issue 06-2023
141
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
137-141
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
5.
Voprosy teorii y practiki. №1 (31) 2014, part 2. P. 153
-
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Pirogova О. Е. Chtenie khudozhestvennoi literatury
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