Volume 03 Issue 04-2023
94
American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
03
ISSUE
04
P
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:
94-101
SJIF
I
MPACT
FACTOR
(2022:
5.
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)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article examines the sociolinguistic and socio-cultural competence of the understudies in learning the German
dialect, strategies of utilizing verse as a socio-cultural component in remote dialect lessons, and the utilize of outside
verse.
KEYWORDS
Motivational sphere, ability, skills, assimilation, activity, illustration, effective, authentic, interaction, orientation,
improvement.
INTRODUCTION
The instruction of foreign languages is a process that is
primarily institutional in nature, whereby designated
experiences are replicated and absorbed in accordance
with specific objectives through the reciprocal
engagement of instructors and learners. The subject
matter of our discourse pertains to a speech
concerning a foreign language encounter, one which
the instructor possesses to some extent whilst the
learner does not possess it entirely or partially.
As I.V. Rakhmanov said, that teaching a foreign
language is “... the process of systematic and
Research Article
POETRY AS A SOCIO-CULTURAL COMPONENT IN TEACHING FOREIGN
LANGUAGES
Submission Date:
April 20, 2023,
Accepted Date:
April 25, 2023,
Published Date:
April 30, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue04-16
Babaeva G.S.
Karakalpak State University, Uzbekistan
Kurambaeva F.
2nd Year Student Of Karakalpak State University, 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 04-2023
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American Journal Of Philological Sciences
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VOLUME
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P
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94-101
SJIF
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FACTOR
(2022:
5.
445
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(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
consistent communication by the school teacher and
the instillation of skills and abilities in the field of
foreign languages, the process of active and conscious
assimilation of them by students, the process of
consciousness and consolidation in children of those
qualities that we strive to educate them” [4]. The
aforementioned definition yields evidence that the
process of learning is bilaterally constructed to
encompass both the instructional endeavors of a
foreign language teacher and the educational
aspirations of a language learner, which are tailored
toward the acquisition and mastery of a language.
Significant dissimilarities exist between the notions of
"acquiring a language" and "achieving mastery over a
language". As an exemplification of the latter point,
one can make reference to the viewpoint of
Edmondson W. House J. contended that language
acquisition primarily relied upon the principle of a
child's competence to master their mother tongue.
The aforementioned procedure is distinguished by the
subconscious assimilation of language through
intuitive means, executed during the child's
personality socialization [7]. As juxtaposed to the
aforementioned process, the acquisition of a language
is a deliberate and cognizant endeavor that
necessitates,
predominantly,
the
overt
implementation and incorporation of language rules
and constituents. Consequently, it can be inferred that
the scope of the notion of "language learning" extends
beyond that of "language acquisition." The process of
language acquisition may be perceived as an
inadvertent acquisition of content from a foreign
language that lacks direct control.
The utilization of poetry as a tool for language
acquisition is a potent method. Upon analyzing a
poem,
the
student
discerns
a
deliberate
implementation of lexicon that serves the purpose of
conveying the author's musings. Furthermore, the
student becomes familiarized with the multifaceted
capacities of language in facilitating effective
communication. In accordance with scholarly
discourse, a language of foreign origin, akin to a
vernacular tongue, fulfills the four fundamental roles
of language, namely its function as a tool for cognition,
its responsibility to safeguard national culture, its
pragmatic utility as a medium for communication and
for the expression of personal outlooks and attitudes
towards the world, and lastly, its capacity to serve as
an instrument for personal growth and cognitive
advancement [8].
Poetry can serve as a demonstration of modern,
genuine, and literary parlance, which may lead to the
fulfillment of educational objectives and the
enrichment of students' imaginative aptitudes. The
efficacy of utilizing poetry extracts is contingent upon
the systematic arrangement of the pedagogical
process and the selection of exercises that foster
students' cognitive engagement and fuel their
motivation to learn. The pedagogical objective of
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
03
ISSUE
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P
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94-101
SJIF
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MPACT
FACTOR
(2022:
5.
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(2023:
6.
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)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
instructing a foreign language is multifactorial,
encompassing beyond mere knowledge acquisition
and skill-set development of students to also
encompass their assimilation of country-specific
information and appreciation of cultural and aesthetic
nuances. The perception of other national cultures and
their values are also an essential component that
warrants significant consideration in defining the
scope of education. As such, it is imperative to address
the cultural aspect in determining the subject's
curriculum. The aforesaid element comprises a
distinctive set of knowledge, particularly linguistic and
cultural in nature, coupled with proficiencies and
aptitudes encompassing verbal and non-verbal
comportment.
When choosing the components of the national-
cultural aspect, there is a selection process that
separates the linguistic and cultural material that holds
pedagogical significance. This selected material is
deemed beneficial not only to language acquisition but
also to comprehension and appreciation of the culture
of the relevant country.
The examination of culture within the context of the
learning process yields a noteworthy impact on the
cultivation of the youth. The topic of "foreign
language" holds a distinctive position within this
instance. The language being studied serves as a
medium to not only introduce the cultural nuances of
the countries in question but also provide a
comparative analysis that highlights the distinctive
aspects of their respective national cultures.
Additionally, the learning process is often enriched by
the promotion of universal values.
In essence, this initiative serves to enhance the
instruction provided to primary and secondary school
pupils through the facilitation of a "dialogue of
cultures".
The incorporation of cultural materials significantly
augments the impetus for knowledge acquisition, a
critical endeavor since learning devoid of motivation is
rendered ineffectual. The research conducted by
psychologist A.K. Markova and A.B. Orlov are scholars
whose research and contributions to the field have
been influential. Their work is highly regarded and has
been cited extensively by other academics. Orlov's
theory posits that the motivational sphere is
comprised of various aspects, including but not limited
to, a range of motives such as ideals, value
orientations, needs, and cognitive interests. The
inception of cultural materials serves as a catalyst for
the stimulation of cognitive motivation amongst
students, wherein they not only gain mastery of the
prescribed curricular content, but also embark upon an
exploration of obscure cultural elements that
invariably kindles their curiosity. Hence, the proficiency
of the learning process is notably enhanced by
considering the inclinations and proclivities of pupils
[3].
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SJIF
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OCLC
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Publisher:
Oscar Publishing Services
Servi
The aforementioned discussion indicates that in order
to fully appreciate language, it is imperative to
cultivate an appreciation for its role in conveying
unique cultural nuances, in addition to its function as a
means of communication. One promising avenue for
facilitating language acquisition is leveraging the rich
cultural and spiritual legacy intrinsic to the host
country.
The aforementioned instances may, undeniably,
represent paragons of poetic ingenuity within the
studied language's realm of content. The genre of
poetry enables an accurate and figurative reflection of
the social aspects of a given country, owing to the
presence of a verbal text within it. This assertion holds
particularly true for the case of the language under
study.
In light of the aforementioned points, the present
article aims to examine poetry as a socio-cultural
element, underlining the notion that instructing poetry
effectively involves instructing learners on the cultural
foundations of the language being studied. The genre
of fiction holds a unique and noteworthy position
among the various means of disseminating cultural
knowledge. The approach towards grasping the
veracity enshrined in works of fiction serves as a means
of operationalizing convictions and ethical principles.
Furthermore, such a strategy stimulates cognitive and
behavioral processes, providing a more thorough,
comprehensive and affective interpretation of reality
[8]. The incorporation of fictional literature serves as a
particularly crucial tool for the depiction of the cultural
norms, customary rituals, and overall way of life of
individuals of the respective language being studied.
The utilization of fiction as a regional data source
contributes to the augmentation and intensification of
contextual understanding, therefore facilitating
enhanced comprehension of literary works and
fostering increased engagement with the materials at
hand.
Familiarity with the finest instances of foreign poetry is
instrumental in facilitating the all-encompassing and
holistic advancement of an individual's persona,
enhancing their cultural literacy alongside augmenting
their linguistic aptitude and proficiencies.
The study of poetry is defined by a set of critical
features that are considered essential for analysis and
interpretation. The individual's orientation, specifically,
entails the construction of all material in a manner that
fosters the recognition of a teenager's unique
inclinations and imaginative distinctiveness. The
concept of "openness" entails that the pedagogical
approach to educating students on foreign poetry is
not an insular, self-contained system. It is crucial for
students to maintain a constant awareness of the
potential for acquiring an increased understanding of
the literature within the language they are studying,
across various dimensions such as content or style,
regardless of their level of proficiency. The lack of
Volume 03 Issue 04-2023
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American Journal Of Philological Sciences
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2771-2273)
VOLUME
03
ISSUE
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P
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94-101
SJIF
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(2023:
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
regulation denotes the potential for altering the
curriculum in accordance with the level of proficiency
exhibited by students, alongside their individual
inclinations, aesthetic preferences, and pedagogical
perspectives entertained by the instructor. Familiarity
with foreign poetry incites more than mere
accumulative
knowledge,
as
it
espouses
comprehension of the intricate spirit, culture,
psychology, and cognitive framework of persons
therein depicted. Such an endeavor carries significant
cultural implications.
In the broader context, the examination of foreign
poetry enhances students’ aptitude to engage in cross
-
cultural
communication.
This
indicates
the
requirement of a certain degree of proficiency in
various
types
of
competencies,
including
communicative, linguistic, cultural, and general
education.
The establishment of communicative competence is
derived from the capacity to accurately comprehend
and produce foreign language expressions within
various communication contexts, including but not
limited to, conversations, debates, and opinion
sharing. Such abilities are founded upon an integration
of both the form and content of a literary work.
The concept of linguistic and regional orientation
encompasses the imperative contextual information,
referring to the potential cognitive knowledge that
individuals possess, which is integral in acquainting
oneself with the artistic culture of the language being
studied. Additionally, it involves possessing a proficient
understanding of the language units along with their
corresponding national-cultural significance, which is a
prominent characteristic of that specific national
culture.
The concept of general educational competence
suggests that the student possesses a set of skills that
enable them to engage in intellectual collaboration
with various entities, including but not limited to
books, individuals, groups, and teams. Furthermore,
the individual possesses the capacity to employ
cognitive operations, such as analysis, synthesis, and
creative ideation, to effectively process and reinterpret
artistic information.
By studying foreign poetry in the original, one can learn
what one cannot adequately and timely understand in
one's native language; as a guardian of another
culture, a foreign language provides an invaluable
service to the native language and culture, since it
reveals another world and makes a person twice a
person; as an instrument of education, a foreign
language is, in a certain respect, indispensable: without
it, it is impossible to cultivate respect for other peoples
as effectively [7]. Therefore, the study of poetry is the
formation of a person by entering a culture; through its
appropriation, he becomes its subject. And the product
of the study of poetry is what a person acquired,
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Oscar Publishing Services
Servi
appropriated as a result of knowledge, development,
education and teaching. The study of foreign, in
particular German poetry, in the process of teaching
foreign languages, enables students to take a different
look at the problems of their peers in the country of the
language being studied, to get acquainted with the
peculiarities of culture, to understand the national-
specific features of culture, to understand the national-
specific features in the mentality of the people,
compare the lifestyle, customs and customs of their
own country and the country of the language being
studied [7]. Reading German poetry provides an
opportunity to compare and identify one's actions with
the actions of the characters, expands the students'
understanding of the world around them and their
own place in this world, has an impact on their
emotional sphere, awakens a sense of belonging and
empathy. Possessing a sufficient level of foreign
language proficiency, high school students are able to
appreciate the merits of literary works in a foreign
language, find an answer to the questions of life that
concern them, indirectly realizing their need for
communication. In the course of studying authentic
foreign-language poems, students not only get
acquainted with a certain problem in the context of a
given topic, but also become involved in independent
creative activity by extracting implicit information,
comparing the author's style and the literary era by
analogy and opposition, on the basis of which they
draw a conclusion about the features national
character and universal direction of the work and
create original creative works. The teacher is given the
opportunity to lead high school students through
various layers of German literature from the
monuments of the Middle Ages to modern German-
language poetry, to try to show, or the view on a
certain problem of human existence has remained
unchanged for several centuries. The ability to
implement a country-specific approach when teaching
poems in a foreign language is extremely important at
the present time, as the contacts of our students with
their foreign peers are expanding and, therefore, in
order to ensure the adequacy of communication,
students must have certain information about the
features of life and life, that is, familiarize themselves
in the process learning with the realities of the reality
of the country of the language being studied. Thus,
learning to communicate in a foreign language in the
true sense of the word implies the acquisition of
sociocultural knowledge and skills. Without them,
there is no practical mastery of the language. We
should dwell on the ingenious definition of the general
educational value of teaching foreign languages, given
by Academician L.V. Shcherba. He claims that learning
a foreign language allows the learner to become aware
of their thinking. For many years, this position was
understood as the realization that certain thoughts can
be framed in different ways. Without denying this
provision, it can be supplemented. The student is
aware of the peculiarities of the perception of the
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Publisher:
Oscar Publishing Services
Servi
world by representatives of the native and studied
languages, that is, both the linguistic and cognitive
aspects of linguistic consciousness. The linguistic and
regional approach allows the formation of regional
competence, that is, the skills and abilities of an
analytical approach to the study of foreign culture in
comparison with the culture of one's own country.
After all, the perception of culture always passes
through the prism of one's own culture. Only having
knowledge of the traditions, history, culture and social
system of the country of the language being studied,
the listener can correctly interpret the speech and non-
speech behavior of a native speaker. The student must
have the ability to perceive and understand the oral
text from the position of intercultural communication,
for which he needs background knowledge [6]. To
acquire
background
knowledge
and
form
sociolinguistic and sociocultural competence on this
basis, students should receive the necessary
information about the country of the language being
studied and its people. Therefore, the teacher should
communicate them primarily in texts for reading and
listening. Such texts can be foreign poems.
What background knowledge can we acquire by
reading and listening to certain German poems? This is,
for example, information about the country whose
language is being studied, geographical location,
climatic conditions, sights, and so on. To train the
memory of students, you can invite them, for example,
to correctly pronounce the names of islands, cities,
countries taken from individual episodes of the poem.
Such episodes can form the basis of teaching
background knowledge in school. Before reading a
pre-selected poem, it is necessary to prepare the
required exercises; remove language difficulties,
explain unfamiliar vocabulary, work out the
pronunciation of new words.
Thus, using foreign poetry, we can improve the
sociolinguistic and sociocultural competence of
students, expand their background knowledge, instill
respect and love for the culture of the language being
studied.
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Бим И.Л. Теория и практика обучения
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2.
Гальскова и др. Das lustige bei uns zu Gast. М:
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3.
Маркова А.К. Формирование мотивации
учения
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школьном
возрасте.
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Просвещение, 1983.
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Рахманов И.В. Некоторые теоретические
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Рогова Г.В. и др. Методика обучения ИЯ. М:
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SJIF
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(2022:
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(2023:
6.
555
)
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1121105677
Publisher:
Oscar Publishing Services
Servi
6.
Щерба Л.В. Фонетика французского языка.
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