CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES (ISSN: 2767-3758)
https://masterjournals.com/index.php/crjps
25
VOLUME:
Vol.06 Issue06 2025
10.37547/philological-crjps-06-06-05
RESEARCH ARTICLE
Specific Features of Teaching to Work on Text
Saodat Eshpulatova
PhD., Associate Professor at Tashkent International University of Financial Management and Technologies , Uzbekistan
Received:
14 April 2025
Accepted:
10 May 2025
Published:
17 June 2025
INTRODUCTION
Analysis of a work of art is also one of the most important
stages of working on a work of art. The analysis has a
purpose, task, structure, and specific content. However, it
is not correct to imagine that they are always the same.
Analysis also acquires its own uniqueness in relation to
each creator and each work.
First, let's look for an answer to the question of what
analysis is.
The term "analysis" is an Arabic word and comes from the
root "halala", which means "to dissolve", "to divide a
complex whole into parts". Some believe that in literary
studies this word also has the meaning of "to make lawful".
That is, when we say analysis, we mean the activity aimed
at objectively showing what the meaning and appeal of a
literary text consists of and at dissolving the text that is
alien to the reader and placing it in his consciousness.
Schoolars have expressed different opinions about
analysis.
Literar critic A. Rasulov says this about analysis:
"Analysis is the basis of literary and critical activity, the
manifestation of interpretation, the manifestation of value
assessment. Analysis is the penetration into the essence of
the text, the diligent and astute study of the layers of
meaning, the task assigned to words, even melodies, to
measure the meanings on the scales of the soul's
refinement."
It is known that in practice, artistic analysis is divided into
two
types:
philological
(scientific)
and
didactic
(educational) analysis, depending on the purpose. We will
focus only on philological analysis. Philological analysis is
a scientific interpretation aimed at understanding the
artistic logic and aesthetic uniqueness of a literary work,
and is a powerful emotional-intellectual activity. In
scientific analysis, it is required that the conclusions drawn
from a work of art correspond to the levels achieved by the
science of literary criticism. Each idea expressed in the
process of analysis must be based on both logical concepts
and aesthetic laws. Also, in scientific analysis, the place of
ABSTRACT
This article discusses the analysis of a work of art, the requirements for it, the methods of analysis, and its types. The ideas of the
great writers of Uzbek literature and the analysis of their great works are explained with examples. Information is provided on
what the reader and teacher should pay attention to and take into account during the analysis process. The situations that create
complexity for the reader in the analysis are shown and ways to overcome them are indicated. No matter how complex a work of
art is for the reader, the situations in which these can be eliminated during the analysis process are highlighted, and detailed
information is provided on how this can be achieved by citing the opinions of literary scholars.
Keywords:
Artistic analysis, philological analysis, educational analysis, composition of the work, artistry, explanation, image, purpose, concepts.
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the work under study in national literature and the degree
of its influence on the development of national thought
should be taken into account.
"Philological analysis requires a specialist's view of any
literary phenomenon. Scientific analysis is a scientific and
aesthetic activity aimed at showing what aspects ensure the
artistry of a literary work. It is mainly carried out by one
person. A specialist engaged in scientific analysis is
somewhat free in terms of time and opportunities, and
strives towards the main goal he has set for himself" .
“Educational analysis is a team-based aesthetic and
pedagogical activity aimed at educating students as well-
rounded individuals by developing a sufficient amount of
artistic knowledge and skills that serve to understand the
essence of the work” .
However, in some cases, the possibilities of literary
education do not allow for such comprehensive analyses.
In the educational process, the possibility of implementing
all three stages of literary analysis in didactic analysis is
limited. Because, in academic lyceum education, as in
other educational stages (general secondary school,
vocational colleges), "not all parts of the work of art are
analyzed at once, but only those aspects that are considered
the most important for this stage are analyzed. Secondly,
the age characteristics and worldview of the students, as
well as their general literary preparation, are taken into
account. Thirdly, the strict limit of time possibilities also
requires this. Therefore, it is natural that these factors
create some difficulties in fully fulfilling the requirements
of the principle of integrity of artistic analysis in literary
education. Although it is not possible to carry out the
analysis of a work of art step by step and in full in literary
education, it is necessary to familiarize students with some
information about the laws of artistic and aesthetic
thinking, the visual expressions that demonstrate the
unique style of the creator, the spiritual and educational
significance of the work, to form the skills to treat each
work as a separate aesthetic phenomenon, and
strengthening, and on this basis, there are favorable
pedagogical opportunities for enriching the spiritual world
of students and expanding their worldview.
Regardless of the type and genre of a work of art, its
essence embodies a number of didactic features and
aesthetic principles aimed at perfecting the human
personality, developing the ability to think independently,
and educating human qualities. "The most important
feature of a work of art is that it softens the human heart,
sharpens feelings, and cultivates spiritual and spiritual
perfection".
Analysis of a work of art is also one of the most important
stages of working on a work of art. The analysis has a
purpose, task, structure, and specific content. However, it
is not correct to imagine that they are always the same.
Analysis also acquires its own uniqueness in relation to
each creator and each work. "Reading" a work of art, and
in particular, reading, is a unique creation. The reader,
whether he likes or dislikes the literary text, is given to
emotion, begins to think about it. At this stage of the
reader's creativity, the literary text is either accepted as a
work of art or rejected as a material that has nothing to do
with art ».
Safo Matjon notes, In fact, the reader is just as creative as
the writer. «In the process of reading a work, he follows
the path of repeating the author's work. The complexity of
the writer's work is that while he concretizes the idea born
in his mind through the actions and struggles of literary
heroes, the reader follows the opposite path - drawing
general conclusions from the description of the actions and
struggles of literary heroes ». Therefore, it is appropriate to
consider this psychological and creative state in the
analysis process.
As the methodologist M. Mirkasimova pointed out:
«Literary analysis begins with an expressive reading of a
poem or prose work; during the reading, the way of
thinking created by the creator is understood, assimilated,
discussed, the poetic landscape or situation created before
the reader’s eyes is perceived and felt through both external
and internal movements and emotions. The visual means
used by the poet or writer to create that impressive
landscape are not given superficial importance, the main
attention is drawn to the content, the inner meanings of the
image during the reading process. However, in the process
of analysis, all the means mobilized to express these
meanings are studied. The main task of school literary
education is to study the works created by creators who
lived and worked in different periods based on the criteria
of artistry, vitality and impact » .
In order to fully fulfill the requirements of the principles of
educational analysis, the genre and genre characteristics of
the works being analyzed are of great importance. Any
analysis is preceded by the consideration of the literary
genre characteristics and genre possibilities of the literary
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES (ISSN: 2767-3758)
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text being studied. Accordingly, it is impossible to analyze
epic or dramatic works using the same methods used in the
study of lyrical works. Each genre requires its own
aesthetic essence, unique approaches based on methods
and principles of analysis, and a unique attitude.
It seems that in the analysis of a work, it is important to
take into account its genre and genre characteristics. In the
analysis of a literary text, studying it with attention to its
genre and genre-specific aspects allows us to fully
understand the unique, unique artistic and aesthetic essence
of this work, and is an incentive to increase emotional
sensitivity. After all, "The artistic and aesthetic essence of
a literary work is mastered through the study and
interpretation of its composition, that is, the complex order
of its various characters, dissimilar scenes, separate places,
landscapes, descriptions of situations, monologues,
dialogues, thoughts, fantasies, dreams, and other various
components." . The composition and order of these
components inherent in the text of a work of art, in turn,
also reveal its type and genre characteristics. In particular,
in the nature of works of the epic type, the main aspects are
the scope of content, the movement of heroes in the flow
of events, the weight of the image and characters, the
variety of descriptions of life conditions and situations,
"every emotion is hidden in the depths of events", the
description of the complex spiritual world of a person,
which takes on a thousand and one forms, in the context of
life conflicts, social problems and relationships. Therefore,
the study of epic works also requires a specific analysis and
interpretation.
Consequently, the analysis of epic works has its own
methodological foundations. In literary education at this
stage, "the main educational goal is to "direct students to
observe the author's point of view by studying the specific
plot and composition of works of art, the method of
depiction, and the appearance of the characters of the work;
to analyze the artistic thinking style of an epic work and
achieve students' mastery of the standards of aesthetic
evaluation of the work" .
It should not be forgotten that reading and mastering large-
scale works also requires “a lot of time”. Therefore, the
teacher must assign the task of reading large works that are
planned to be analyzed and studied seriously in the
literature program and familiarizing students with their
content “at the very beginning of the school year”. Only
then will it be possible to move directly to the second stage
of analysis during the lesson and work directly on the
literary text. Because the students are somewhat familiar
with the text of the work being studied, its plot and
composition, that is, the first stage of analysis has been
completed - the literary work has been read and mastered...
The teacher must be able to correctly determine the way
and method of approaching it .
-
It is worth noting here that the analysis of a literary
work should not be confused with activities that do not
correspond to the pedagogical purpose, such as describing
its content and describing only the character of the main
characters (separating them into positive or negative).
When analyzing epic works in higher grades and at the
stages of academic lyceum and vocational education,
focusing on the aspects that determine the artistry of the
work, demonstrate the writer's skill and unique style
(images, artistic details, compositional elements, figurative
expressions, language charm, etc.), and on places where
emotional characteristics are highlighted, will motivate the
implementation of educational analysis at a scientific level
and direct the pedagogical goal towards success.
-
Here we bring a sentence that will bring warmth to
everyone's hearts:
-
“Kumushbibi flinched from the stranger's hand
and, trying to free her hands, said:
-
Don't grab it, - she said, and she stepped back to
get rid of the squeezing hand.
-
Why are you running away? Why don't you look?
- said the bek. Kumushbibi had not looked up until now
and did not want to look. Under duress, she quietly looked
at her enemy with a hostile look... ”
Another important aspect in the study of epic works in
literary education is related to the age of students. It is
worth noting that our current specialists, deeply
understanding this, are choosing literary works that are
easy for students to master, can achieve success in analysis,
and stimulate the formation of spiritual qualities when
creating programs and textbooks.
Cholpon's "Night and Day", A. Qodiriy's "Mehrobdan
shayon", Oybek's "Navoiy", A. Qahhor's "Sarob", O.
Yakubov's "Diyonat", "Ulug'bek's Treasure" novels, S.
Ahmad's "Ufq" trilogy are among them. Reading and
studying these literary works recommended for analysis,
which are deep in content and beautiful in artistic form, on
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an analytical basis will make a worthy contribution to
increasing the intellectual potential of students and
developing their artistic thinking. It is also worth noting
that at this stage, in the process of studying the lives and
creative activities of A. Qahhor, A. Mukhtor, O. Yokubov
and P. Qodirov, who have enriched Uzbek prose with their
works of various genres both quantitatively and
qualitatively, it is important to study not only their novels,
but also a number of other stories and tales, albeit partially.
Such an approach to the selection of works of art aims to
provide students with excellent information about the
individual style of expression, artistic and aesthetic
thinking, and writing skills of each creator, as well as to
improve the reading culture of students.
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