American Journal Of Philological Sciences
100
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue 03 2025
PAGE NO.
100-103
10.37547/ajps/Volume05Issue03-25
Retelling and statement in full or in close proximity to
the text
Muxiddinova Yulduz
3rd-year student of the Primary Education Department, Ellikkala Faculty of Pedagogy at Ajiniyaz Nukus State Pedagogical Institute,
Uzbekistan
Received:
24 January 2025;
Accepted:
21 February 2025;
Published:
23 March 2025
Abstract
:
This article analyzes the process of retelling and stating the text in a complete or Close way. The main
purpose of this methodology is to represent the content of the text in a different form, while keeping it in full.
Retelling and statement techniques shape the skills of in-depth analysis of a text, understanding its logical
composition, and extracting key ideas. This process serves to develop students ' communication skills, increase
speech richness, and improve linguistic skills. The work provides recommendations on the importance and
practical application of this method, as well as on the effective organization of the process. The methods of
working with the text, the techniques used and the benefits of using them in the educational process are covered
in detail. The work provides recommendations and sample texts on the practical application of this methodology.
Keywords:
Retelling, statement, text analysis, main content, logical thinking, linguistic competence, educational
process, methodology, speech development, work with the text, Free statement.
Introduction:
Complete or close-to-text retelling and
narration is one of the important learning methods in
primary education. This approach develops students'
abilities to understand texts, rephrase them, and
logically express their thoughts. Working with
meaningful and comprehensible texts in primary school
helps form students’ speech skills, fosters creative
thinking, and strengthens communication abilities.
However, various problems and difficulties may arise in
the implementation of this process. Therefore, it is
important to conduct an in-depth analysis of the topic.
Research and Identified Problems
Studies on the method of retelling and narration have
revealed several issues:
1. Students' readiness level: Due to limited vocabulary,
children face difficulties in understanding complex
texts.
2. Low motivation: In some cases, the content of the
text seems uninteresting to children, which reduces
their engagement.
3. Weak analytical skills: Students tend to superficially
grasp the text and struggle to identify the main ideas.
4. Incorrect teacher approach: The effectiveness of the
process decreases when teachers choose inappropriate
methods and styles.
5. Limited use of technical tools: A lack of interactive
methods makes the process monotonous.
Studied Aspects
The study examined the following aspects:
- The role and significance of retelling and narration in
primary education.
- Methods and approaches appropriate to students'
age characteristics.
- Ways to overcome difficulties in retelling and
narration.
- Pedagogical and psychological aspects of the process.
Research Objective
The goal of this article is to analyze the process of
complete or close-to-text retelling and narration in
primary grades, identify the emerging problems, and
propose effective approaches to solve them.
Research Tasks
1. To study the theoretical foundations of the retelling
American Journal Of Philological Sciences
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American Journal Of Philological Sciences (ISSN
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2771-2273)
and narration process in primary education.
2. To identify methods that help develop students’
speech and analytical skills.
3. To analyze the main problems in retelling and
narration and suggest solutions.
4. To develop practical recommendations for teachers
on organizing this process.
This article presents recommendations aimed at
improving the effectiveness of the retelling and
narration method to develop speech and creative
abilities in primary school students.
Complete or close-to-text retelling and narration
means rephrasing the given text or information without
shortening it, while preserving its original meaning. In
this approach:
1. Preserving the content: The ideas in the original text
are conveyed, but with different wording or style.
2. Simplifying or elaborating the approach: If the text is
complex, it can be simplified for better understanding;
conversely, a short text may be expanded.
3. Avoiding additional information: No new facts or
ideas are added
—
only the existing information is re-
expressed in a different style.
In primary grades, complete or close-to-text retelling
helps children develop skills in understanding,
analyzing, and expressing a text in their own words.
This method is highly effective in improving speech
development and memory retention.
How is complete or close-to-text retelling organized in
primary grades?
1. Reading the Text
The teacher or student reads a short and simple text
aloud. The text should be brief, understandable, and
age-appropriate for the child.
2. Identifying the Main Idea
Together with the students, the main content of the
text is discussed. For example, questions such as “What
is the text about?” or “Who or what is the main
character?” are asked.
3. Checking Comprehension Through Q&A
Simple questions are asked based on th
e text: “What
did the character do?”, “Where did the event take
place?” These questions help deepen understanding of
the text.
4. Giving Instructions for Retelling
Students are given the task of retelling the text either
in full or in parts. The teacher focuses on the following
requirements:
Maintaining the content of the text.
Rephrasing using their own words.
Preserving the sequence of events.
5. Listening to Students' Speech
Students take turns retelling the text. The teacher
corrects misunderstandings and teaches the correct
structure.
Example:
Text: “A small bird lived in a cage in the kindergarten.
One day, the cage opened and the bird flew out. It flew
toward the forest and began living a free life.”
Questions:
Where did the bird live?
What happened to the cage?
Where did the bird fly?
Student's retelling: “There was a little bird living in a
cage at the kindergarten. After the cage opened, the
bird flew out and went toward the forest. It started
living freely there.”
Benefits:
Develops children’s abil
ity to analyze texts.
Enriches speech and vocabulary.
Improves attentive listening and memory retention.
Enhances
the
ability
to
express
thoughts
independently.
Although complete or close-to-text retelling and
narration is an effective method for developing
students’ speaking and writing skills in primary grades,
there are also some drawbacks. These are outlined
below:
1. Age-appropriate Difficulties
Since primary school students’ vocabulary and
cognitive skills are not yet fully developed, retelling
complex and content-rich texts may be difficult for
them. This can lead to reduced motivation.
2. Limiting Creativity
When tasks require a complete retelling, children have
fewer opportunities to incorporate their own creative
thoughts. As a result, they may merely repeat the text
rather than develop creative thinking.
3. Distraction from the Main Idea
In fully retelling a text, students may focus too much on
unnecessary details and struggle to grasp the main
idea. This can hinder the development of analytical
skills.
4. Incorrect Approach by the Teacher
Sometimes teachers organize the retelling and
American Journal Of Philological Sciences
102
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
narration process without considering the age and
abilities of the students. Consequently, the process
may become boring and students may lose interest in
this method.
5. Applying the Same Method to All Students
Each student has unique abilities and needs. However,
in retelling and narration activities, a uniform approach
is often applied to all students. This can bore gifted
students and decrease the self-confidence of those
who struggle.
6. Risk of Surface-level Understanding
Methods based on memorizing or simply repeating the
text may limit students’ ability to deeply comprehend
content and develop independent analytical thinking.
To overcome these drawbacks, teachers need to
improve their approaches, take into account the
individual needs of each student, and make the text-
based activities more engaging and creative.
Using the Right Approach and Playful Methods
By employing appropriate strategies and engaging
games, these activities can be made both interesting
and effective. For example:
a) "Continue the Story" Game
The teacher reads or tells the beginning of a story, and
students take turns continuing it.
Example:
Teacher: “One day, a little rabbit went into the forest
and…”
Student: “…found an apple under a big tree.”
b) Storytelling Based on Pictures
The teacher explains the text using illustrations and
asks students to narrate the story based on the
pictures. This method helps students recall the story
more easily.
Example: A picture of a rabbit and a tree is shown, and
students reconstruct the story based on it.
c) Role-Playing
Students are assigned roles of the characters in the text
and act out short scenes. By performing their roles,
children are better able to remember the story.
Narration (Bayon)
Narration is the written re-expression of a text read or
spoken by the teacher. It is a vital tool for developing
students’ writing skills.
Types of Narration:
Complete narration: Fully retelling the entire text.
Brief narration: Writing only the main idea.
Free narration: Expanding the text with creative
additions.
Stages of Preparing for Narration Writing:
Listening to the Text: The teacher reads the text twice
slowly and clearly.
Dividing the Text into Parts:
Together with students, the text is divided into
sections:
Beginning: Who? Where?
Middle: What happened?
End: What was the result?
Creating an Outline:
A 2
–
3-part outline is developed based on the text.
Writing the Narration:
Students rewrite the text based on the outline.
Games to Prepare Students for Writing Narration:
"Word Chain": Each student adds a new word related
to the text to continue the story.
"Complete the Text": Students are given a short text
and asked to write the ending.
"Fix the Wrong Sequence": The text parts are given in a
mixed-up order, and students rearrange them
correctly.
Narration writing improves students' ability to
understand and analyze texts. It also develops written
language and creative thinking, enhances vocabulary,
and strengthens grammar skills. Mastering narration
writing prepares students for more advanced learning.
CONCLUSION
In primary school, complete or close-to-text retelling
and narration play a crucial role in developing students'
speech, understanding of texts, and the ability to
express ideas in their own words. This method
enhances creativity, logical thinking, and fosters a
greater interest in reading. Therefore, it occupies an
important place among the most effective teaching
methods in primary education.
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–
2771-2273)
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