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PEDAGOGIKA FANLARI
Kattaeva Feruza Shakirovna
Termez State University, PhD student
https://orcid.org/0000-0003-2227-0469
UO‘K: 37.013.46
APPROACHES TO THE STUDY OF ENGLISH FICTIONAL LITERATURE
IN THE DEVELOPMENT OF SOCIO-CULTURAL COMPETENCE OF
STUDENTS
Keywords:
socio-cultural
competence,
method,
approach,
tool,
element.
Аnnotation.
In order to establish the essential conditions for the
implementation of young people's abilities as a professional, mature expert,
interpersonal contact is crucial in the process of developing young people
in the educational process. This inevitably calls for a communicative
strategy designed to structure language learning in a useful way. Our
primary research objective was to investigate and evaluate the role that
reading literary works in English plays in helping college students enhance
their sociocultural competency. The following topics make up the tasks of
our research: 1) theoretical examination of the significance of English
fiction in the development of students' sociocultural competency; 2)
justification of the function and significance of socio-cultural discourse
analysis; 3) analysis of the effectiveness of using English fiction in the
development of socio-cultural competence; 4) The parables were outlined
to improve the approach for the socio-cultural competence of students to
be developed by reading English fiction.
TALABALARINING IJTIMОIY-MADANIY KОMPETENSIYASINI
RIVОJLANTIRISHDA INGLIZ BADIIY ADABIYОTI MUTОLAASI
Kattayeva Feruza Shakirovna
Termiz Davlat universiteti tayanch doktoranti
Kalit so‘zlar:
ijtimoiy-
madaniy
kompetentsiya,
usul,
yondashuv,
vosita,
element.
Annotatsiya.
Ushbu maqolada
y
oshlarning o‘z kasbining yetuk
mutaxassisi sifatida yetishishida madaniyatlararo muloqot qilish muhim
ahamiyati o‘rganilgan. Bu til o‘rganishni kommunikativ yondashuvni
talab qiladi. Tadqiqotimizning maqsadini ingliz badiiy adabiyotini
mutolaa
qilish
jarayonida
talabalarining
ijtimoiy-madaniy
kompetensiyasini rivojlantirish qanday ahamiyat kasb etishini o‘rganish
va baholash edi. Tadqiqotning vazifalarini quyidagi mavzular tashkil
etadi: 1) ingliz badiiy adabiyotining talabalarning ijtimoiy-madaniy
kompetentsiyasini rivojlantirishdagi ahamiyatini nazariy tekshirish; 2)
ijtimoiy-madaniy nutq tahlilining vazifasi va ahamiyatini asoslash; 3)
ingliz badiiy adabiyotini ijtimoiy- madaniy kompetentsiya rivojlanishida
qo‘llash samaradorligini tahlil qilish.; 4) ingliz badiiy adabiyotini
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mutolaa qilish orqali talabalarning ijtimoiy-madaniy kompetentsiyasini
rivojlantirishga yondashuvni takomillashtirish bo‘yicha takliflar ishlab
chiqish.
ПОДХОДЫ К ЧТЕНИЮ АНГЛИЙСКОЙ ХУДОЖЕСТВЕННОЙ
ЛИТЕРАТУРЫ В РАЗВИТИИ СОЦИОКУЛЬТУРНОЙ
КОМПЕТЕНТНОСТИ СТУДЕНТОВ
Каттаева Фируза Шакировна
Докторант Термезского государственного университета
Ключевые
слова:
социокультурная
компетентность,
метод, подход,
инструмент,
элемент.
Аннотация.
В статье рассматриваются необходимые условия для
реализации способностей молодежи как профессионала эксперта.
М
ежличностный контакт имеет решающее значение в процессе
развития молодежи в образовательном процессе. Это неизбежно
требует коммуникативной стратегии, разработанной таким
образом, чтобы структурировать изучение языка полезным
образом. Нашей основной целью исследования было изучить и
оценить роль, которую чтение литературных произведений на
английском языке играет в оказании помощи студентам
колледжей в повышении их социокультурной компетентности.
Следующие темы составляют задачи нашего исследования: 1)
теоретическое
рассмотрение
значения
английской
художественной литературы в развитии социокультурной
компетентности студентов; 2) обоснование функции и
значимости социокультурного дискурсивного анализа; 3) анализ
эффективности использования английской художественной
литературы в развитии социокультурной компетентности
студентов.-культурная компетентность; 4) Притчи были
изложены для улучшения подхода к развитию социокультурной
компетентности студентов путем чтения художественной
литературы на английском языке.
INTRODUCTION
In order to study the role and essence of the concept of approach in teaching a
foreign language, we must first of all contribute to the fundamental essence of this
concept. In the late 14th century, Anglo-French “approcher”, modern French
“approcher”, from ancient Latin “appropiare, admpropiare, propiare” "come nearer”,
“prope” “near”, was used in ancient English in the case of "neahlæcan”, in the field of
language teaching the phrase first began to be used in the pedagogical field in 1905.
[1. p 26]
Richards, J., and Rogers, in his work “approaches and methods in teaching
English”, explains the concept of language teaching through the following diagram and
offers teaching on that basis. [2, p 45]
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1- image. Richards, J., and the exterior of Rodgers ' thoughts on the concept of teaching English.
Edward Anthony had cited approach, method and technique as three important
elements of teaching English in 1963
2-image. Edward Anthony's views on the concept of teaching English
The history of the introduction of English fiction into the science of teaching
foreign languages dates back to the days when the grammar translation method, which
was used in the 19 century, began to be used as an authentic, primary source in teaching
foreign languages of texts in fiction. In the 1970s and 1980s, however, proponents of
language teaching based on a communicative approach undermined the importance of
literature in Language Teaching. But times passed by Widdowson, Christopher J. On
the side of scholars such as Brumfit, Carter, Long literature has again been restored to
the level of importance in Language Teaching. Widdowson argues that English
literature should be taught on the basis of a structuralist approach, Long, Carter, and
Rosenblatt suggest a transition based on the Reader Response (opinion) approach
(reader-response), and that along the way Christopher J. Brumfit offers language
training based on a student-oriented approach (learner-centered approach). [3, p. 8]
The literature is mostly taught using two general and special approaches, as can
be seen by looking at the history of literature education in the nations where the
language is studied. The techniques, also referred to as the general approach, are a
M
ethod
Approach
Desyne
Process
Technique
Method
Approach
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collection of methods English teachers have employed in the study of language
acquisition and were inspired by their own experiences. [4, p. 99]
1.A new critical approach is a way of objectively interpreting a student's study
of a work of art in its own way, that is, in order to understand the text, it is not required
to know the purpose and motive of the author in the creation of the work, without taking
into account the social, cultural, political and historical foundations on which it was
created [6, p. 32]
2.Structural (structualism) approach - in it, it is required that the main task of the
work in its reading is to focus only on its components based on the process (exercises)
created in order to understand the meaning of the text, not focusing on aesthetic
pleasure or knowledge about the values of the other country [7, p. 24]
3.Stylistic approach-this approach, developed in the 1970s, involves the analysis
of the specific linguistic features of the language used in the text of the work [8, p. 16]
4.Reader Response approach is a way of encouraging students to interpret and
inspire the work and its accompanying text in a way that comes from their experiences,
life experiences, thoughts, views and feelings [9, p. 61]
5.The linguistic approach-mainly through the grammatical, lexical, syntactic
analysis of the words used in the work, helps to develop, perfect students ' knowledge
of the language under study [10, p. 247]
6. The Critical Literacy Approach is an approach in which the approach is
mainly to illuminate the social system in society (critical-analytical) through language
and words in it in the text and to teach literature on its basis. [11, p 43]
The value of fiction and authentic texts in it is in visualizing this world on the
basis of a socio-cultural image and encouraging tolerance and an open attitude towards
a culture other than one's own while having a profound awareness of one's own culture.
Currently, one of the innovative methods for teaching a foreign language is
competency based, which teaches students cross-cultural tolerance and sociocultural
competence by examining cultural components rather than using actual texts for
communicative purposes. In our research, we employed fiction as a carefully chosen
resource, reflecting the cultures of America and England in the growth of students'
sociocultural competence. Based on these concepts, we primarily identified the
following tasks when structuring the material of teaching English to students in the
second and third phases of the foreign language and literature (English language)
educational direction:
1. Adherence to the set guidelines of the curriculum, plan, and instructional
materials in the study of foreign languages and literature;
2. Considering how sociocultural elements of communicative competence are
implemented within the parameters of the stated goals and objectives in the teaching
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material, in the course of students learning English from reading fiction in the
educational direction of foreign language and literature (English language);
3. To examine the competency-based approach to the materials being used in the
HEI's teaching system.
METHODOLOGY
Materials and Procedures.
The investigate is educational (methodological)
overview. In tackling the errands set, conventional instructional method inquires about
strategies:
- theoretical: hypothetical investigation of worldwide and household regulating
and information-recommendatory records on extra instruction; comparative
investigation of logical sources and writing on the subject of thesis inquire about;
academic modeling, a strategy of generalizing best hones on an inquire about issue;
- empirical: educational perception, collection of data through addressing,
consider of uncommon writing, educational test;
- practical: arranging and organization, investigation and generalization of the
exercises of teachers of extra instruction within the arrangement of the socio-cultural
competence of understudies of HEI; creation and introduction of data;
- processing of exploratory information: quantitative and subjective
investigation of inquire about comes about.
RESULTS AND DISCUSSION
How much consideration is paid to the full of feeling educating English writing
in HEI? To urge clear answers for the investigate address over, the records of surveys
were made prepared after examination of “Teaching English writing and history”
syllabus, science program, state instructive guidelines, calendar modification plans in
HEI were inspected and the discoveries are displayed within the table underneath on
inquires about I have arranged pre-questions almost the information of sociocultural
competence of HEI understudies.
a.
What do you know approximately the social perspectives of the dialect?
a.
What do you know almost the rules of behavior?
b.
What do you know almost non-verbal implies of communication?
c.
What do you know approximately how to adjust dialect in a social and
logical way?
d.
Do you know the characteristics of composing in a remote dialect of
electronic communications?
e.
What do you get it within the more profound understanding of intercultural
communication?
f.
What is the regard and resistance towards agents of other countries?
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g.
How may individual adjust to diverse societies and circumstances?
h.
What are the deficiencies of the higher instruction framework in educating
English writing?
i.
Do the subject programs of the higher instruction framework for educating
English writing meet the necessities based on the state instructive guidelines?
j.
Is the chosen writing within the syllabuses based on science programs
palatable?
In this portion target gather were moment and third course understudies of HEI.
395 understudies seem reply to my questions and gave brief data with clear cases. But
180 of them were not get it the meaning of the word competence and the ways of
individuals to induce them in their life. The rest of them may as it was replied with
words of “maybe”. In this case I caught on that they know around SCC. After difficult
working 3 a long time I got my post-questions comes about. All of the comes about
were palatable. On my investigate I have utilized 28 sorts of English fictional writing
to guarantee understudies SCC by utilizing SCDA strategy.
1.
Q1
Yes
180
45
%
185
47
%
No
145
37
%
166
42
%
It is difficult to answer
70
18
%
44
11
%
2.
Q2
In tradition
47
12
%
50
13
%
On holidays
34
9
%
41
10
%
In everyday life
14
3
%
16
4
%
In language
89
22
%
92
23
%
In spiritual values
145
37
%
153
39
%
In mentality
48
12
%
34
9
%
In the worldview
18
4
%
9
2
%
3.
Q3
Yes
135
34
%
210
53
%
No
115
29
%
76
19
%
It is difficult to answer
145
37
%
109
27
%
4.
Q4
Yes
155
39
%
265
67
%
No
144
36
%
93
23
%
It is difficult to answer
96
24
%
37
9
%
5.
Q5
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Yes
158
40
%
270
68
%
No
151
38
%
76
19
%
It is difficult to answer
86
22
%
49
12
%
6.
Q6
Yes
145
37%
280
71%
No
148
37%
75
19%
It is difficult to answer
102
26%
40
10%
7.
Q7
Yes
146
37%
275
70%
No
138
35%
56
14%
It is difficult to answer
111
28%
64
16%
8.
Q8
Yes
144
36
%
278
70
%
No
135
34
%
60
15
%
It is difficult to answer
116
29
%
57
14
%
9.
Q9
Yes
143
36
%
281
71
%
No
132
33
%
57
14
%
It is difficult to answer
120
30
%
57
14
%
10.
Q10-11
Yes
155
39%
280
71%
No
138
35%
75
19%
It is difficult to answer
102
26%
40
10%
After getting my comes about I made my conclusion approximately learning
steps of understudy to SCC by utilizing SCDA:
1. For the arrangement of compassion, it is imperative not as it were to energize
the student's creative ability with socio-cultural substances, the exoticism of English-
speaking nations. When creating a SCC, it is vital to supply extra socio-cultural rules
that, engaging to:
- the enthusiastic circle of communicants, would influence their individual and
proficient interface, causing them to think, assess and discourse of universal social
marvels. Since, as famous over, the exchange of communication from the formal to the
individual plane is related with the coloring of boosts, this objective is served by most
extreme estimation of the socio-cultural settings of the circumstance to genuine life
conditions
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2. The usage of the socio-cultural approach to instructing an outside dialect starts
with the information of nearby social substances, at that point gradually shifts towards
national substances and closes with the acknowledgment of esteem. Hence, presenting
understudies to the obscure world of unused implications, convictions and needs, the
instructor must present into the system a discourse within the classroom of standard of
living situations. At the same time, it is imperative to center on current occasions taking
put within the structures of society that are of proficient intrigued to audience members.
3. A necessary link in fathoming the issues that make up the proposed collection
of communication is the help from the instructor within the determination and ways of
verbalizing the fundamental eagerly. Be that as it may, sometime recently counting a
particular etymological marvel in discourse, it is essential to energize understudies to
rehash it numerous times in numerous sociocultural settings, steadily expelling
instructive limitations on the conditions of communication. To form a setting for
communication near to the conditions of characteristic communication, both the
statuses of the communicating parties and the degree of their socio-psychological
remove impact, but most of all loose environment of communication. Diving into the
candidly favorable climate of the lesson, the understudy procures, together with the
pertinent discourse abilities and capacities, the encounter of thoughtful and generous
behavior, passionate culture.
CONCLUSIONS
The taking after conclusions were drawn from our thesis, which was called the
part of " the significance of English fiction within the improvement of socio-cultural
competence of HEI understudies. The hypothetical establishments of communicative
competence were considered through logical sources. Understudies who have
communicative competence advance the arrangement of a cognizant identity or, in
other words, a competent identity. The course of the English dialect incorporates the
prerequisites of understudies for the advancement of etymological, sociolinguistic and
practical competencies, which, agreeing to the CEFR program, graduate understudies
are required to involve, are portion of the communicative competence.
The significance of fiction and true writings in it lies in envisioning this world
on the case of a socio-cultural picture and advancing resistance and an open demeanor
towards a culture other than oneself whereas having a profound understanding of one's
culture.
REFERENCES
1.
Carter, R., Long, M. N. (1991). Teaching Literature. Longman. Or
Carter, R., and
M. N. Long. 1991. Teaching literature. Harlow, UK: LongmanCrookes and
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Culler, J. 1982. On deconstruction: Theory and criticism after structuralism.
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3.
Dias, P., and M. Hayhoe. 1988. Developing response to poetry. Philadelphia:
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4.
Feruza Kattayeva. (2023). DEVELOPING STUDENTS SOCIO-CULTURAL
COMPETENCE BY USING READER RESPOND METHOD.
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Enlightenment
Scientific-Methodological
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Nash, W. 1986. The possibilities of paraphrase in the teaching of literary idiom. In
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https://www.etymonline.com/word/approach
