Хорижий филология №4, 2019 йил
LITERARY COMPETENCE FORMATION AT SCHOOL CHILDREN AS STARTUP OF
SELF-READING (ON THE BASIS OF UZBEK LITERATURE)
Altundag‘ Moxigul,
O‘zMU tayanch doktoranti
Key words: literary competence, primary school, literary terms, self-reading.
The last changes in Uzbekistan such as
a need in the spiritual revival of society, is
obliged the most the secondary schools to
search new technologies of education of the
next generation. The processes of
humanization of education, its variability,
level and profile differentiation have become
priority in the reform of primary school
education. This, in turn, determined the
reorientation of the primary school course of
literature, the change of the strategy of literary
education. "The purpose of literary education
is to establish the spiritual world of person,
create conditions for forming the internal need
of the individual for continuous improvement,
realization and development of his creative
possibilities (1,18). One of the actual and
critic keys of literary education in the primary
school is to train a qualified reader, who can
deep personally understand of a literary work
with aesthetic sense and reading culture. It is
possible to educate such a reader only on the
basis of the cognitive interests of
schoolchildren and their emotional perception
of literary works. (1, 69).
The level of reading culture and self-
reading is an essential factor of the literary
development of a schoolchildren. It is on its
basis that a system of the literary education of
schoolchildren is ensured. This problem is in
the sphere of attention of many methodists,
including O.Y.Bogdanova, T.G.Braje,
Carter
and Long
,
Collie & Slater, 1987; Erkaya,
2005;Ghosn, 2002;Hirvela & Boyle
1988;Lazar, 1996;Oster, 1989.
Carter and Long, along with the
"associated" study of theoretical and literary
concepts in the program course, when the
literary concept is given in the course of study
of the topic and a special course of literature
theory characteristic of a pre-revolutionary
school, and then modified into a brief
generalization at the conclusion of a cycle of
topics, suggested a system-functional
approach to the formation of theoretical-
literary concepts, focused "On the systematic
organic, psychologically personal and
culturally corrected attraction of literature
theory as a tool of developing thinking of
students, equipping their judgments with
terminological thesaurus, developing fruitful
personal attitudes and skills in understanding
fiction literature, historical and literary
process" (8, 12).
... Literature is an indispensable
element of a first school experience and the
use of literary texts in the primary school has
already been proven to be beneficial for many
reasons. Some of those benefits are that
literature promotes spiritual development
(Moody, 1983; Carter and Long, 1991;
Mckay, 2001; Ghosn, 2002; Khatib, Rezaei
and Derakhshan, 2011); it makes the learners
see and appreciate various cultures and
ideologies similar to or different from theirs
(Carter and Long, 1991;Jay, Latosi-Sawin,
Knight, and Crain,1993; Clark, 2000; Mckay,
2001; Khatib et al., 2011), and it increases
learners' appreciation of literature
(Widdowson, 1975;Moody, 1968).
In general, the modern methodology
has chosen the most appropriate way to learn
theoretical and literary concepts: they are
studied in connection with the analysis of a
specific literary work, which gives
opportunities to learn a certain concept. "In
the course of the analysis, schoolchildren
move from artistic specificity of the work of
verbal art to generalizations of different
nature and level. Including generalizations of
theoretical and literary plan. There is no other
way to form theoretical and literary concepts
in school education. Even when the teacher
has special lessons on the consideration of a
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Хорижий филология №4, 2019 йил
concept on the theory of literature, such
lessons are based on earlier analytical work
on a number of literary works "(209,174). The
initial thinking of the theoretical-literary
concept is thus only a starting and reference
point for the formation of literary
competence. The development of the concept
takes place when school children repeatedly
study various literary material both in the
class and in the process of self-reading,
during which they not only learn the
definition of the literary terms, but also
realize its most characteristic, essential signs,
develop skills to transfer acquired knowledge
to the sphere of self-reading.
But despite the variety of approaches
to the formation of literary concepts and
numerous studies of the issue, among
scientists-methodologists, teachers-
practitioners the problem of formation,
efficiency of learning and application of
knowledge on literature theory in practical
reading activities has not yet been finally
solved. Numerous researches of scientists to
the problem of the formation of literary
competence as one of the main factors in the
formation of reading culture, research of the
modern state of literary education of children
convince us that primary school education in
literature does not give a real level of the
reader. The main contradiction that arises in
the school practice of teaching the subject is
that the knowledge gained from the lesson on
the theory of literature, the ability to apply
them in the analysis of works of fiction, a
large part of schoolchildren are unable to
transfer to the sphere of independent choice
and reading of books, therefore, the obtained
sum of knowledge and skills does not become
the basis of reading self-education. One of the
critical tasks of the methodology of teaching
literature at the present stage is to resolve
these contradictions.
Changing the strategy of literary
education, in which literary-theoretical
knowledge, literary-practical skills become
the basis for studying literary works, aesthetic
development of spiritual values concluded in
literature, requires the search for new
methodological models of formation of self-
reading on the basis of learning theoretical
knowledge and formation of analytical skills.
Material and methods
of the study
was based on modern research on the
problems of the specificity of literature as art,
the content and form of literary work, the
work of psychologists and methodologists,
devoted to the study of the theory of literature
as one of the aspects of self-reading.
The following research methods were
used to achieve the objectives:
-study of philosophical, literary,
psychological and pedagogical literature on
the subject of research;
- analysis of the curricula of the
primary school, educational and
methodological manuals on literature;
- modeling and estimation of the
suggested literary technologies;
- research and experimental training,
developing a methodological model for the
formation of literary competence at children
of primary school, questionnaires,
pedagogical observation and interviewing
students;
Evaluation of the effectiveness of the
proposed recommendations in relation to the
ability of children to transfer acquired
knowledge and skills to self-reading.
To successfully interpret and analyze
literary texts, a solid foundation in literary
terms and their definitions should be given at
first .
The suggested new literary means get
familiar with most commonly used literary
devices in children fairy tales and poetry in
classes of primary school. A clear definition
of each of the terms is given in this research
with examples of literary elements and the
context in which they most often appear
(poems, syllables, fairy tales, stories). These
literary means help to understanding and
analyze works of Uzbek literature.
Literary
terms
are
techniques that
writers use for special and pointed effect in
their writing or to help readers understand
their writing.
Often, literary means are used in
writing for emphasis or clarity. Authors will
also use literary means to get readers to study
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Хорижий филология №4, 2019 йил
deeper either a story as a whole or specific
characters or themes.
Aside from helping children to get
good grades on homework, there are several
benefits to knowing the techniques authors
commonly use.
Being able to identify when different
literary techniques are being used helps you
understand the motivation behind the author’s
choice.
For example, being able to identify
symbols in a story can help children figure
out why the author might have chosen to
insert these focal points and what these might
suggest in regard to her attitude toward
certain characters, plot points, and events. In
addition, being able to identify literary
devices can make a written work's overall
meaning or purpose clearer to children. For
instance, planning to read (or re-read) Finally,
literary techniques are important to know
because they make texts more interesting and
more fun to read. If children were to read a
novel without knowing any literary devices,
chances that they wouldn't be able to detect
many of the layers of meaning interwoven
into the story via different techniques.
Below is a list of literary means, most
of which often come across in both prose and
poetry. We explain what some literary terms
are and give an example of how it's used.
An allegory is a story that is used to
represent a more general message about real-
life (historical) issues and/or events.
Uzbek
national tale “Qumush va Qimmat” an
allegory for the heroines not only in names
but also in characters and behavior of
heroines. In the story, girls meet with evil and
goodness and their characters correspond to
actual real figures.
Alliteration is a series of words or
phrases that all (or almost all) start with the
same sound. These sounds are typically
consonants to give more stress to that syllable.
They often come across alliteration in poetry,
titles of books and poems and tongue twisters.
"O’zi oyday irakli shildir shildir chalganing
ohanglari xilma-xildir" in this tongue twister,
the "sh" and “x” sound is repeated at the
beginning of all major words.
Allusion is when an author makes an
indirect reference to a figure, place, event, or
idea originating from
outside
the text.
"Egri
va to’g’ri" tale is an allusion to the famous
real-life evil and goodness.
An anachronism occurs when there is
an (intentional) error in the chronology or
timeline of a text. This could be a character
who appears in a different time period than
when he actually lived, or a technology that
appears before it was invented.
A Middle
aged poets used a word, "kayd" means ancient
and would be an anachronism, since this type
of language is still used but with another
meaning as noted.
An anthropomorphism occurs when
something nonhuman, such as an animal,
place, or inanimate object, behaves in a
human-like way
.
Children's cartoons have
many examples of anthropomorphism. For
example, Bo’riboy and Tulkioy can speak,
wear clothes, sing, dance and etc. Real
animals as wolf and fox can't do any of these
things, but the two cartoon characters behave
much more like humans.
Colloquialism is the use of informal
language and slang. It's often used by authors
to lend a sense of realism to their characters
and dialogue
.
Forms of colloquialism include
words, phrases, and contractions that aren't
real words.
"Aka, nima qivossiz?" This piece
of dialogue is an example of a colloquialism,
since it uses common everyday words and
phrases, namely "qivossiz" and "aka." These
words have another meanings such to do
something and brother but in this dialogue
these words function as colloquialisms.
An epigraph is typically written by a
different writer (with credit given) and used
as a way to introduce overarching themes or
messages in the work. Some pieces of
literature, such as Abdulla Qahhor’s story
“O’g’ri
” (Thief), G’afur G’ulom’s “Vaqt”
(Time)
incorporate multiple epigraphs
throughout.
At the beginning of Abdulla
Qahhor’s story “Bemor” (Patient) an epigraph
that consists of proverb "Osmon yiroq, yer
qattiq" meaning that heaven are far but the
ground is hard..
Epistrophe is the repeated word or
phrase appears at the
end
of stories.
In
syllables we repeats the word "alla" in a use
of epistrophe: "Urush qursin, der ekan-o, alla,
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Хорижий филология №4, 2019 йил
Urush bo‘lgan joylarda-yo, alla, Polvonlari
zo‘r ekan-o, alla"
One of the main topics of children 's
literature in the primary classes is the Great
Patriotic War, where the feats of our
compatriots against fascist invaders "Hat"- by
Hamid Olimjon (Letter) "Sen yolgiz
emassan" – by Gafur Gulom (You're not
orphan), "Vatan" (Motherland) "Yoshlar"
(Youth) – by Oybek , "Bizning oila" (Our
family) - by Zafar Dieur, "Onamning
aytganlari" (My Mother 's Words) - by
Adham Rahmat, "Biz yenganmiz" (We Will
Win) - by Hasan Said are described.
The poetry of recent days is rich with
the literary works of the Motherland, a
national traditions and customs, also about
independence and freedom of Uzbekistan
takes a great place in the hearts of little
readers. "Yashna, Vatan" (Blossom, my
homeland) - by I.Muslim, "Obod o'lkam"
(Our beautiful country) "Yurtimizning yuragi"
(Heart of Our Country) - by P. Mumin,
"Mening Vatanim" (My Homeland), "Baxtli
bolalar" (Happy Children) – by K. Hikmat,
"O'lkamizning tongi otmoqda" (Dawn of Our
Country"), "Dehqon bobo va o
‘
n ikki bolakay
qissasi" (History of Farmer and Twelve
Children) - by A. Aripov, “Ona degan so
‘
z”
(Word of Mother) – by O.Madjon. This does
not end with a list of poems created on above-
mentioned themes.
Abdullah Aripov's poem "Dehqon
bobo va o
‘
n ikki bolakay qissasi" (History of
Farmer and Twelve Children) was one of the
most significant achievements of Uzbek
children 's literature of recent years. There are
many literary works about Uzbekistan in
Uzbek children's poetry. A. Aripov wrote
original works about Uzbek people with view
of children. The heroes of the poem are
wonderful children from twelve regions. They
tell stories about their regions. The children
answer questions to their grandfather, who
accompanied them on the train. Each region
of Uzbekistan has its own history, customs
and traditions.
This poem has unusual structure and
form built on dialogue, reflecting in
Granddad’s final speech. Love to Motherland,
respect to old generation and preservation of
traditions and customs along with their
dreams and plans on future life which are
expressed in small example of with four
rhymes of verse:
Siz atagan har bir joy
Bitta bo
‘
ston bo
‘
ladi,
Hammasini qo
‘
shsangiz,
O
‘
zbekiston bo
‘
ladi.
(Every place whenever call you
There is only one place in your heart,
It is Uzbekistan, my Homeland)
In the works of such Uzbek authors as
Q. Muhammadiy “Etik” (Ethics), H. Yoqubov
“Buvimning hikoyasi” (Grandma’s stories),
Shukur Sa
‘
dulla “Sirdaryo oftobi” (Dawn of
Syrdarya), Ilyos Muslim “Hovlimizning
bolalari” (Children from our street), “Dastyor
qiz”(Girl-servant), “Bog
‘
bon qiz” (Girl-
gardener), Po
‘
lat Mo
‘
min “Oyxon va Rayhon”
(Oyhon and Rayhon), “Ishchan asalarilar”
(Busy bees), “Sening sovg
‘
ang” (Your gift) ,
Qudrat Hikmat “Dalalarga qarasam” (Looking
on fields), “Oftob chiqdi olamga” (Morning
comes to the world), Tolib Yo
‘
ldosh “Bobo
va nabira” (Graddad and grandchild), “Jo
‘
jam,
yurma laqillab” (Chickabiddy, step slowly),
Yusuf Shomansur “Vaqt qadri” (Value of
time) “Baraka” (Blessing), “Tikuvchi”
(Sewer) we have noticed one specificity, that
is common in all these works, it is diligence,
hard-working that is national characteristics
of Uzbek people.
In their works, Uzbek poets the reader
's love with their poems, which encourage
children to be hard-working, to respect work,
to take care of their parents, and to think
about their future.
One of the important things is to bring
up children in the lessons of the primary
school in the spirit of love to nature. Children
's literature pays special attention to this issue.
“Kichkina bog
‘
bon haqida doston” (A
Story About a Little Gardener), “Suv bilan
suhbat” (Dialogue with water), “Yuksak tog
‘
,
keng o
‘
tloq va mard o
‘
rtoq haqida qissa” (A
Tale of High Mountain, Broad Grass, and a
Bold Friend ) – by Z. Diyor, “To
‘
rt fasl”
(Four seasons) – by Sh. Sa
‘
dulla, “Bizning
bog
‘
ga kelinglar” (Welcome to our garden) -
by G.G
‘
ulom, “Boychechak” (Snowdrop),
“G
‘
uncha”(Bud of flower) – by Uyg
‘
un,
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Хорижий филология №4, 2019 йил
“O
‘
rik gullaganda” (Blossoming apricot) – by
H. Olimjon, “Yurtimiz tabiati” (Nature of our
land), “Tillaqo
‘
ng
‘
iz” (Golden bug) - by I.
Muslim, “Tabiat alifbosi” (Natural alphabet),
“Qanotli do
‘
stlar” (Friends with wings) - by
Q. Muhammadiy, “Bahor” (Spring),
“Tog
‘
manzarasi” (Mountain panorama),
“Suv” (Water) - by Q. Hikmat, “Toshbaqa”
(Turtle) – by Y. Shomansur, “Bir cho
‘
ntak
yong
‘
oq” (Full pocket of nuts) - by M. A
‘
zam,
“Kamalak afsonasi” (Legend about rainbow)
– by O. Matjon and others. Among them is
one of interesting short story of Shukur
Sadullah “Kichkina qushcha” (Little Bird).
There we can see love and care of children for
birds is deeply rooted from the generations to
generations.
Studying the modern Uzbek children’s
poetry, it is worth to emphasize the works
reflecting school life especially for children of
primary school. Learning and education are
fundament of literary competence. The
school-themed poems reflect diligence, happy
memories and the positive qualities of
literature who seek to enjoy the process of
reading.
Poet Mumin "Xoh o
‘
qishda, xoh
ishda”, (Whether in Reading or at Work),"
“Sinfimiz qo
‘
shig
‘
i” (Our School Song),
“Ustozlar”(Teachers); In the works of Ergash
Raimov" Endi katta bolaman “ (I am a big
boy) the breath of the day is felt.
As a rule, children live on the wing of
dreams. In the poem “Endi katta bo‘laman”
(Now I have become a great child), the child’s
dream is great - to grow up and become a
schoolboy:
Bultur edim oltida,
Yoshim yetmay qoldi-da.
Maktabga yozishmadi,
O
‘
qishga olishmadi.
Yillar yurmas ketiga,
Bu yil to
‘
ldim yettiga.
Endi katta bo‘laman,
Men maktabga boraman.
(I was six years old,
I 'm quite an adult
But I did not write at school,
I couldn 't read.
Years went by,
I'm seven years old this year.
Now I 'm adult man,
I 'm going to school.)
In addition to contemporary Uzbek
children’s literature, children’s literary
criticism and literary competence developed
and formed. We can study a series of
textbooks, tutorials, collections, monographs,
and books in research of children's literature.
Thus, modern Uzbek children’s literature
continues to develop formation of literary
competence. The literature is becoming
increasingly rich with new writers, new
themes, and trends. In short, this literature
contributes to the formation of reading skills
and competence.
School should train not writers, but
readers ... , - readers thinking on the read
material and able to share by live word with
results of both their reading and thinking.
There is read knowledge, there is meaningful
literacy, and there will be also their thoughts.
There is an ability to express them by own
words, there will be ability, if necessary, to
express them in writing.
The beginner reader should learn to
read well, work with the text of any literary
work, understand the content of the literary
work and the author 's point of view, think on
the read literary work and express own
opinion, write creative essays after reading
certain literary works.
A primary school graduate should
know the main genres of works, their signs,
be able to work with the texts of works of
each genre, as well as use them in his oral and
written speech.
School children should be able to:
read literary works and books
according to the studiedsections, themes,
genres, writers by themselves ;
learn the theme and genre of the read
work;
focus on literary ideas and concepts:
literature, folklore, genre, fairy tale,
story, proverb, riddle, poem, fable;
proverb, dialogue, entry word, ending
word, morality;
poem, rhyme, line, verse;
means of expressiveness.
Children of primary school get
acquainted with the structure and genre
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Хорижий филология №4, 2019 йил
peculiarities of riddles, proverbs, fairy tales,
fables, stories, poems, compare them by
similarity and difference. Literary concepts
are introduced, fixed and repeated during
work with the literary work. The words as
epithet, impersonation, plot should enter the
active dictionary of the primary school
children. The introduction of any new literary
term is preceded by observation - reference to
the texts of the work.
In preparation for the lesson of literary
reading, the teacher has to use dictionaries
more than once, to look for an interpretation
of concepts in language available for children.
The list of literary concepts we have studied
together with children contributes to deeper
learning of terms, their conscious memory.
Using the dictionary, children learn to
navigate unfamiliar texts on their own, to
work with passion on figurative concepts. The
dictionary also helps in the preparation of
homework.
A suggested list of literary concepts
will help any primary teacher prepare for
literary reading lessons. It includes all
concepts that a primary school student should
be acquainted with.
Literature
1.
About literature in the primary school. A guide-book for teacher / T.G.Braje. - Spb.: The
publishing house “Russian word world”, 2008
2.
Bolalar adabiyoti/ M.Jumaboyev. –Toshkent: “O’qituvchi”, 2004.
3.
Dictionary of foreign words. - 18 ed., str. - M.: Rus. language, 1989.
4.
Efrosinin L.A. Literary reading in grade 1. Methodology for teacher. - Moscow: Ventan
5.
Literary reading: Study for primary school. Head. Pc: at 2 /Authors: L.A.Efrosinin, M.I.
Omorokova. - M.: Ventana-Graff, 2011.
6.
Methodology of teaching literature: Study book for students of higher education in
ped.specialties/O. Yu Bogdanova, S. A. Leonov, V. F. Chertov; Under ed. O. Yu Bogdanva. - 2.
Ed., str. - M.: Academa, 2002 (State University of Sarat. polygr. comb.). 397p.)
7.
Moody, H. L. B. The Teaching of Literature, Longman, 1971.
8.
Rezaei, S., Derakhshan, A., & Bagherkazemi, M. (2011). Critical thinking in language
education. Journal of Language Teaching Research, 2(4), 769-777.
9.
Teaching Literature/Ronald Carter and Michael N. Long.- Harlow, Essex Longman, 1991
10.
Zhurov L.E. Talks with a teacher: grade 2 of a four-year elementary school. - M.:
Ventana-Graff, 2009.
11.
Widowson H.G. Stylistics and Teaching of Literature, Longman, 1975
Altundag' M. Maktab o‘quvchilarida adabiy raqobatni shakllantirish, mustaqil o‘qishni
baholash (O‘zbek adabiyoti asosida). Tadqiqotning maqsadi - o'z ustida ishlash va o'qishni
shakllantirish omillaridan biri sifatida maktab o'quvchilarining adabiy barkamolligini oshirishdan
iboratdir. Boshlang'ich sinflardagi bolalarning adabiy barkamolligini oshirish mustaqil o'qishning
samarali shakllanishi va muhim xususiyatlarga asoslangan adabiy tushunchalarni muayyan ketma-
ketlikda shakllantirish uchun asos bo'lishiga xizmat qiladi. Adabiyot darslarining uslubiy modelini
yaratish, o‘quvchilarning bilimlarini oshirishni qo'llab-quvvatlaydi, ilmiy jihatdan aniq va yoshiga
mos adabiy bilimlarni tizimli o'rganishni ta'minlaydi. O‘quvchilarning amaliy faoliyatida adabiy
bilimlarni oshirishga qaratilgan o'qish texnologiyalarini ishlab chiqish lozimligi zamon talabidir.
O‘quvchilarning sinfda va sinfdan tashqari faoliyatida adabiy barkamollikni shakllantirishda
uzviylikni ta'minlaydigan tizimli yondashuvni yaratishni taqozo etadi. Shaxsiy faoliyatga
yondashish nazariy va adabiy bilimlarni o'rganish jarayonida talabalarning faolligini
rag'batlantiradi.
Altundag M. Literary competence formation at school children as startup of self-reading
(on the basis of Uzbek literature). The aim of the study is literary competence of school children as
one of the factors of formation of self reading. The literary competence at children in the primary
school in can become the basis for effective formation of self-reading and in the formation of
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Хорижий филология №4, 2019 йил
literary concepts based on essential features thereof, in a certain sequence. When creating a
methodological model of literature lessons, ensuring systematic learning of supporting,
scientifically accurate and age-accessible literary knowledge of children. The working out reading
technologies aimed at realization of literary knowledge in practical activity of children. The
implementing a systemic approach that ensures continuity in the formation of literary competence
in the unity of classroom and out-class activity of children. A personal-activity approach stimulates
the activity of students in the process of studying theoretical and literary knowledge.
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