European International Journal of Multidisciplinary Research
and Management Studies
29
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TYPE
Original Research
PAGE NO.
29-32
DOI
OPEN ACCESS
SUBMITED
08 December 2024
ACCEPTED
10 January 2025
PUBLISHED
13 February 2025
VOLUME
Vol.05 Issue02 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Conceptosphere Of A
Literary Text as A
Reflection of The Author's
Experience
Khazratkulova Nargiza
Teacher of Russian language and literature, School No. 23, Jarkurgan
district Surkhandarya region, Republic of Uzbekistan
Abstract:
The article considers about the use of literary
texts for the formation of social competence in the
process of learning a foreign language in high schools. A
modern professional should be prepared to cross-
cultural communication, which goes beyond his
professional sphere. Nowadays important is the ability
and willingness of the university graduate to
communicate with native speakers in everyday life,
because personal contacts, human relationships often
play a decisive role for the achievement of mutual
understanding between different cultures.
Keywords:
Artistic Text, Socio-Cultural Competence,
Cross-Cultural Communication.
Introduction:
A specialist who wants to succeed in his
field must be able to communicate on a variety of topics,
from everyday life to more complex ones: economic,
political, etc., while demonstrating not only good
knowledge of grammar and a rich vocabulary, but also
high cultural level, and a broad outlook. This goal can be
achieved if a “general literary” foreign language is
included in the curricula of universities, i.e. an aspect
that goes beyond the professional competence of future
specialists. In this case, students will have the
opportunity to study the language in a multifaceted
way, which will allow them not only to develop certain
language skills, but also to join the culture of the country
of the language being studied, to get acquainted with
classical and modern literary works in a foreign
language. The inclusion at each stage of learning even
small fragments from literary texts, as well as poems in
a foreign language, not only expands vocabulary,
contributes to the formation of reading skills and trains
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
memory, but also replenishes the student's "cultural
baggage", which generally increases motivation when
learning a language. The ability to use foreign proverbs
and sayings, winged expressions, aphorisms and
famous quotations from the literary works of foreign
classics can hardly be overestimated, because it is also
part of the cultural heritage of mankind, that most
valuable cultural layer, without knowledge of which
there cannot be a comprehensively developed and
highly educated modern specialist. It is generally
accepted that all educated people read, but it would
be an exaggeration to say that all reading people are
educated. At the same time, the number of books read
and the amount of information obtained as a result of
reading are not so important: you can be a
“bookworm” and a “know
-it-
all” while remaining an
uncultured person. According to the Swiss writer and
philosopher Peter Bieri, an educated person can read
books in such a way that he changes under the
influence of what he read. An indispensable sign of an
educated person: he sees reading not as gathering
information and just having fun, but as something that
can mean inner change. Reading is one of the main
language skills that students must master in the
process of learning a foreign language. Reading a
foreign language text, a person repeats the studied
lexical and grammatical material, remembers the
spelling and meaning of words, phrases and, thus,
improves his knowledge of a foreign language. At the
same time, reading skills are both the ultimate goal of
learning and the means to achieve this goal. In the
process of teaching a foreign language, reading is one
of the most important sources of linguistic and
sociocultural information. The use of literary texts, for
example, as part of home reading, allows not only to
turn the process of learning a foreign language into an
exciting activity, but also helps students to get
acquainted with the modern realities of the country of
the language being studied. Home reading lessons are
undeniably valuable: firstly, because the student
comes into contact with a "living" language, and not a
conventionally educational one; secondly, there is an
opportunity to express their opinion and evaluate the
work, its ideological content and characters. In the
context of school and university teaching of foreign
languages, there is no more valuable source that
stimulates speech activity than texts. It is during a
conversation on texts that it is easiest for students to
free themselves from the rigid framework of the
educational process and freely express their opinions
and emotions. Reading foreign literature, one can not
only learn new words and metaphors that describe
emotional experiences, but also learn a more
differentiated and nuanced presentation and
description of events, which in turn enriches our world
of feelings and develops the ability to empathize. In the
modern methodology of teaching foreign languages,
both in Uzbek and foreign, mainly used - especially at
the initial stage - didactic texts created specifically for
educational purposes, built on the studied lexical and
grammatical material and of an informational nature.
These texts allow teaching the rational extraction of
specific factual information at the level of meanings.
Undoubtedly, the content side of educational materials
intended for reading is extremely important. It is the
content that has the potential to awaken positive
motivation in students, to arouse the need for reading
in a foreign language. At the same time, the direct
correlation of the content of texts for reading with the
topics of the main course of the textbook is not a
prerequisite for achieving educational goals. Only at the
initial stage, the texts contain only the language
material that was previously learned by the students
and used by them in oral speech. However, the number
of combinations of this material is extremely limited.
Such texts are not perceived by students as actual
reading and are considered by them as a kind of
illustrative material for the study of a particular topic,
certain linguistic phenomena. At subsequent stages, as
the volume of language material expands, the content
of the texts covers more and more diverse situations
that are not always related to the topic of oral speech.
They may also contain unfamiliar vocabulary material,
the meaning of which can be guessed either with the
help of word-formation analysis, or on the basis of the
contextual meaning of the word, or by similarity with
the words of the native language. For successful
learning to read in a foreign language, it is important
that the texts are interesting and easy to understand.
However, it must be borne in mind that light material
that does not require mental stress does not arouse
interest in reading. At the same time, the difficulty of
the educational material and the learning task increases
interest only when this difficulty is feasible,
surmountable, otherwise interest quickly falls. One of
the important criteria for selecting material is novelty,
while the knowledge of the new should be based on the
knowledge that the student already has, both linguistic
and extralinguistic. Reading material should be chosen
and structured in such a way that the student finds
points of contact with his own life experience, since it is
important to rely on one's own cultural baggage when
entering a foreign world. Of course, it would be
desirable to take into account the interests of students
as much as possible, but this requirement is complicated
by the fact that these interests can differ not only
among students of the same university, faculty, one
group, they change both with age, due to the acquisition
of new life experience by students, and according to
measure of general and professional development in
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European International Journal of Multidisciplinary Research and Management Studies
the course of training. Educational activity is not just
the accumulation of knowledge and professionally
significant information, but also the formation of a
number of important competencies, including
sociocultural competence. Therefore, first of all, one
should look for topics that relate to the elementary
experience of "human existence", which contributes to
the formation of the foundations of universal human
experience, which are the prerequisites for successful
intercultural communication. In this regard, the
reading of fiction is of particular importance in the
intercultural concept of teaching foreign languages,
since the literary text, affecting the world of human
feelings, has an emotional impact on the reader not
only due to the figurative depiction of reality, but also
due to the reflection by the author of his vision of the
world, with which the reader correlates your value
system. The need to interpret an alien world in a
literary text encourages students to activate the
elements and structures of their own world. Thus, a
literary text is not only a material "product" of the
author's creative activity, but also a source of ideas,
emotions that stimulate the reader's cognitive activity.
Unfortunately, for the majority of modern
schoolchildren and students, reading, especially
reading fiction, occupies an insignificant place in their
lives or even completely absent. Many school
graduates, even those who have excellent marks in the
Russian language and literature, have poorly formed
skills for identifying the meanings of a literary text. A
teacher of a foreign language, obviously, must take on
this difficult mission - to work on the formation and
expansion of such skills as: the use of anticipation -
reader's expectations; changing the perspective of
perception, the ability to look at facts from a different
point of view; correlation of what is read with one's
own life experience, etc. A feature of the perception of
texts in a foreign language is that the student is forced
to carry out double decoding in the process of reading
a literary text in a foreign language: linguisticsemantic
and linguistic-aesthetic. A foreign language text is
presented to speakers of a different culture in a
different capacity. It is not only a work of art, but also
a source of linguistic and cultural information. Behind
the linguistic complexity of a literary text is often the
difficulty of understanding the way of thinking of
another nation. The complexity increases if we are
talking about a work "remote" from the reader in time.
In this regard, the importance of knowledge of the
historical, cultural and linguocultural plan is increasing.
That is why the use of literary texts that reflect a
different vision of the world, a different culture at a
certain stage of development, which convey the
thoughts and feelings of contemporaries of a certain
era and, in fact, give readers the opportunity to feel the
“breath of time”, are an invaluable source of knowledge
and experience of all mankind and a means of forming
socio-cultural competence. Linguistic elements in a
literary text cannot be understood outside of non-
linguistic ones, without correlating them with the
extralinguistic situation that it reflects. The meaning of
a literary text is made up of the interaction of the direct
meaning of the words with which it is written, with its
theme and ideological content. In methodological
terms, this means that understanding a literary text
involves not only the assimilation of superficial
meanings that directly follow from the words and
phrases contained in the text, but also the assimilation
of an internal, deep system of subtexts and meanings.
Therefore, in order to penetrate the author's intention,
to recognize his communicative intention, the reader
needs to have not only well-formed reading skills, but
also a system of certain background knowledge and
ideas. Guessing, interpreting the implicit content of the
text, the reader is often forced to go beyond the direct
meaning of words. When organizing reading in a foreign
language, it is necessary to take into account a number
of features that a literary text has: - systemic nature,
which determines the significance of all components in
the text and involves considering them in
interconnection; - anthropocentrism, dictating the need
to interpret events and phenomena through the prism
of universal values; - figurativeness - figurative
structure, which determines the need for "thinking in
images", activation and development of the recreating
imagination; - dialogism, which involves active co-
creation of the author and reader and the development
of students' skills in finding means and ways of
expression, for example, different points of view,
ideological positions, assessments, changing the
narrative perspective, etc.; - polysemanticity, variability
of interpretations of the meaning of a literary text, from
which follows one of the most important goals of
teaching the understanding of a text - penetration into
its meaning; - the presence of subtext in the outline of
the narrative, which puts forward the need for the
formation of skills to comprehend hidden connections
between statements and motives, as well as the skills of
semantic analysis based on predicting the semantics of
words, sentences and context; - the presence in the
literary text of linguistic and regional information, which
involves the formation of such skills as the search and
identification of carriers of this information in the
elements of the linguistic and structural design of a
literary text. Reading fiction is a creative and aesthetic
process that serves the overall development of a
person. In a literary work, the motives for the actions of
the characters, the relationship between them, internal
processes, and the assessment of events are not directly
expressed by the author, but must be understood and
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interpreted by the reader. The complex intellectual
process of revealing and deepening the implicit
content of a work is due to the individual
characteristics of the reader's perception of the text,
his practical life experience, already formed strategies
and techniques for identifying meanings. The depth
and accuracy of perception also depend on the degree
of proficiency in foreign language material, on the
ability to see logical connections between facts, use
reference literature, on individual reading speed, etc.
A significant argument in favor of works of art as the
main material for reading is the originality of their
compositional construction, which, on the one hand,
has the power of emotional impact on the reader, and
on the other hand, contributes to a better
understanding of what is read. The characteristic
features of a work of art include plot, eventfulness: at
the basis of its construction there is always some kind
of plot conflict. The reader, waiting for the resolution
of the conflict, is in some emotional tension. The
excitement associated with intrigue makes him focus
on the motives of certain actions of the characters.
Considering these psychological factors, it is
methodically important to teach to distinguish and
highlight the main components of the plot of a work of
art, such as: exposition, plot, climax, denouement,
which contribute to understanding the further
development of events, and, therefore, stimulate
linguistic conjecture. At the same time, the
interpretation of the content of the text also depends
on cultural traditions - representatives of different
cultures may have different expectations. For an
adequate perception of a literary text, it is necessary to
form the ability to penetrate the author’s intention,
develop his thought, identify the author’s attitude to
characters, events and, thus, go beyond the text, read
“between the lines”, drawing on their previous
knowledge, as well as
creative reading skills. . “Only
when reading as an aesthetic activity arises emotional
co-creation with a writer (poet), an interest in a work
of art and oneself, the reader, is born. The desired,
beneficial “infection” with art appears. It becomes a
necessary link between social life and the spiritual
culture of a person. It is advisable to select texts for
reading on the basis of a literary and regional
approach, which allows the use of literary texts in
order not only to acquaint students with the literature
of the country of the language being studied and its
best representatives, but also to give the key to
understanding another culture. Any work of art has a
cultural and historical coloring, and the environment in
which the action is immersed can be understood by the
reader if he has background knowledge, without which
reading will not only not be useful, but will also turn
into a boring and tedious task. Therefore, it is
important to orient students in the place and time of the
action so that they have an idea of the cultural and
national specifics of individual regions of the country
and of the historical events that underlie the work. To
better understand the era against which the action
develops, familiarity with the biography of the author
often helps.
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