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In a recent interpretation of the learning objectives of communicative language teaching,
Savignon [1;114–115] considers the five goal areas, (known as Five Cs: communication, cultures,
connections, comparisons, and communities) agreed upon as National Standards for Foreign
Language Learning in the United States as representing a holistic, communicative approach to
language learning:
1) The
communication
goal area addresses the learner’s ability to use the target language to
communicate thoughts, feelings, and opinions in a variety of settings;
2) The
cultures
goal area addresses the learner’s understanding of how the products and
practices of a culture are reflected in the language;
3) the
connections
goal area addresses the necessity for learners to learn to use the language as
a tool to access and process information in a diversity of contexts beyond the classroom;
4) the
comparisons
goal area designed to foster learner insight and understanding of the nature
of language and culture through a comparison of the target language and culture with the languages
and cultures already familiar to them;
5) and the
communities
goal area describes learners’ lifelong use of the language, in
communities and contexts both within and beyond the school setting itself.
These and other related measures recognize the importance of communicative abilities of
negotiation, interpretation, and expression that are considered to be the essence of a learner-centered
pedagogy. Such recognition also entailed a reconsideration of the role played by teachers and learners
in a communicative classroom. Breen and Candlin (1980) identified two main roles for the
“communicative” teacher.
The first role is to facilitate the communicative process between all participants in the
classroom, and between those participants and the various activities and texts.
The second role is to act as an interdependent participant within the learning-teaching group.
This latter role is closely related to the objective of the first role and it arises from it.
These roles imply a set of secondary roles for the teacher:
first, as an organizer of resources and as a resource himself.
Second, as a guide within the classroom procedures and activities. In this role the teacher
endeavors to make clear to the learners what they need to do in order to achieve some specific activity
or task, if they indicate that such guidance is necessary.
The learners have to take an active role too. Instead of merely repeating after the teacher or
mindlessly memorizing dialogues, they have to learn to navigate the self, the learning process, and
the learning objectives.
REFERENCES
1.
Harding, K.
English for Specific Purposes (Resource books for teachers).
Oxford:
OxfordUniversityPress,. (2007)
2.
Tom Hutchinson, Alan Waters. English for Specific purposes. Cambridgeuniversity, (2007)
3.
Dudley-Evans, T. & M-J. St John
Developments in English for Specific Purposes.
Cambridge: Cambridge University Press. (2005)
4.
Nurlibaeva N., Tajieva A. THE SPECIFICS OF TEACHING ENGLISH TO MEDICAL
STUDENTS //Modern Science and Research. – 2024. – Т. 3. – №. 2. – С. 589-594.
"FAIRY TALES: TEACHING VALUES AND SHAPING CHILDREN'S
UPBRINGING"
Turganbaeva Guljakhan 4
th
year student
Dauletmuratova Kh. Scientific advisor
NSPI, English language and literature
Literature holds significant value in both our lives and the educational realm. The Presidential
Decree of the Republic of Uzbekistan, issued on September 13, 2017, titled "On the Program of
Comprehensive Measures for the Development and Promotion of Book Literature and the
Advancement of Literacy," underscores the importance of utilizing literary works such as short
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stories, fairy tales, and poetry from our national heritage in the education and upbringing of future
generations [1]. This initiative is integral to nurturing the spirituality and cultural identity of our
nation. “The upbringing of young generation plays a great role in the educational system of every
country. The young generation are learners, who are different from each other. Some of them learn
well, quickly but some do not. We, teachers should help them to learn effectively, show a rote to
effective learning, In order to do so first of all we should know the factors which influence on
learning”.[5;1]
Fairy tales as a part of the children’s literature could be a valuable source for teaching English
as a foreign language. Fairy tales might be considered one of the possible supplementary teaching
materials for English language learners. It is not only the atmosphere of mystery, thrill and wonder
which makes fairy tales so unique and valuable but they can bring the whole magic world to a young
reader and learner. They can open the old wisdom and knowledge of humankind, which we often
forget about. Literature provides wonderful source material for eliciting strong emotional responses
from students and using it in classroom as a fruitful way of involving the learner as a whole person.
Fairy tales may contribute to the enrichment of a young reader’s knowledge in a number of
ways. They teach moral and values highlighting the most universal norms and standards of language
existence. In addition to that, fairy tales are a particular type of text, which can be adapted to suit the
child’s age, whereas their composition of sentences and plot is simple and understandable.
A fairy tale is a story narrated in folklore, filled with enchanting beings like fairies, goblins,
princes, and princesses. It falls under the broader category of folk tales, having been passed down
orally from generation to generation before being written down. Through our examination, we
clarified that there are multiple versions of well-known tales such as Cinderella and Pinocchio, Snow
White and the Seven Dwarfs, Sleeping Beauty, Beauty and the Beast, Little Red Riding Hood and
others where main characters close to our general understandings about tales which we know from
interest of children.
These are just a few examples, as there are many more beloved fairy tales from various cultures
around the world each influenced by cultural and historical factors.
Even today, several authors Hallett &Karasek, Tiberghein, Kready, continue to recreate and
write new versions of these timeless stories [2: 75].
The definition of a fairy tale varies across sources. The Oxford Dictionary of English Folklore
describes it as a collection of oral narratives centered on magical trials, quests, and transformations.
The Illustrated Oxford Dictionary offers two interpretations: firstly, as a children's story involving
fairies, and secondly, as an extraordinary tale or fabrication. [4: 284].
Teaching children important lessons from a young age often involves using folk songs and fairy
tales. When a mother sings a lullaby to her children, she weaves a special kind of poetry. Through
these means, fairy tales, songs, and puzzles come together to form a vast world. Children's folklore
serves as an early form of education and is a boundless treasure of our cultural heritage. Among the
various genres of folklore, fairy tales hold a prominent place.
As written literature developed, works dedicated to children's education also emerged.
However, this does not necessarily mean that a distinct genre of children's literature was established.
Many of these works are didactic in nature, focusing on depicting adult life and values rather than
catering specifically to children's interests. It's important to recognize these works as children's books
rather than belonging to the genre of children's literature. This is because the concept of children's
literature encompasses more than just books intended for children to read. For instance, the works of
authors like A. Ayny's "Estaliklar" (Remembrance), Oybek's "Bolalik" (Childhood), and A. Qahhor's
"O’tmishdanertaklar" (The Tales from the Past) are examples of true children's literature. Despite
featuring child protagonists, these works are written with an adult audience in mind, reflecting adult
perspectives and concerns. Consequently, they fail to capture the unique characteristics of childhood,
the worldview of children, and the nuances of their language.
The rich cultural heritage and spiritual themes found in fairy tales have historically served as a
powerful tool for bringing nations closer together. The simplicity and accessibility of these tales make
them understandable to children of all backgrounds and levels of understanding. Many fairy tales
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transcend national borders, traveling from one culture to another and becoming universally known.
The development of children's literature in each nation is closely linked to the spiritual values and
beliefs of that society. Therefore, it is the people themselves, who have taken the initiative to create
literature specifically tailored to the needs of their children, as mentioned earlier.
It is crucial to utilize both universal and national values in educating young people about moral
qualities through fairy tales. These values, whether universal or specific to a particular nation, play a
significant role in shaping children's characters. Reviving our national traditions and tales serves as a
foundation for instilling moral norms based on both national and universal values, thereby nurturing
selfless and knowledgeable individuals for our society.
National tales are a reflection of the spiritual essence of each nation, emdiving the collective
consciousness and cultural heritage of its people. These tales fulfill a spiritual need within the society
and contribute to the formation of social consciousness among young people. They play a vital role
in shaping the holistic development of individuals, actively influencing their character formation and
contributing to the shaping of their ideological beliefs during their formative years.
REFERENCES:
1.
MirziyoevSh.M. The Resolution of the Government of the Republic of Uzbekistan № PK-
3271 "On the Program of Complex Measures for the Development of the System of Publishing and
Distribution of Book Products, Book Culture and Book Culture Development and Promotion"
September 13, 2017.
2.
Hallett, M., &Karasek, B. Folk and Fairy Tales, Fourth Edition: An Introductory Anthology.
Canada, Toronto: Broadview Press. 2009.
3.
Kerven, R. English Fairy Tales and Legends. National Trust. 2009.
4.
Kindersley, D. Illustrated Oxford Dictionary. London: Oxford University Press, 1998.
5.
TAJIEVA A., BABANIYAZOVA N. PERSONALITY AS AN IMPORTANT FACTOR IN
FOREIGN LANGUAGE LEARNING.
TEACHING SPEAKING THROUGH MULTIMODAL TEXTS IN ENGLISH
CLASSES
Tursinbaeva Aysulu 4th year student
Dauletbaeva N. Scientific advisor
NSPI, English language and literature
In the contemporary landscape of language education, the integration of multimodal texts has
emerged as a dynamic and innovative approach to enhancing speaking skills in the English classroom.
We can mention that from 2013/2014 academic year teaching of foreign languages, mainly English,
started from the first grade of the primary school in the format of games and informal conversation
lessons and since the second class schoolchildren learned the alphabet, studied grammar and
developed speech skills. And regular training programs shown in the mass media are giving positive
results not only in acquisition of knowledge and skills, but also in motivating uzbek children to
foreign language learning [Tajieva A]. Multimodal texts refer to texts that combine different modes
of communication, such as visual, auditory, spatial, and gestural elements, to convey meaning and
engage learners through multiple sensory channels. This approach recognizes that individuals learn
and process information in different ways, and by utilizing various modes of communication,
educators can cater to diverse learning styles and preferences.
Multimodal teaching involves incorporating a range of tools and resources, such as videos,
images, audio recordings, interactive simulations, and hands-on activities, to create a rich learning
environment that stimulates multiple senses and facilitates deeper understanding. By presenting
information through different modalities, educators can make complex concepts more accessible and
relatable to students, ultimately fostering a more interactive and inclusive learning experience.
Applying a multimodal approach in the classroom is much more successful and imapctful for
students learning English as an extra language. It promotes autonomy and improve motivation to
