International Journal of Pedagogics
49
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
49-52
10.37547/ijp/Volume05Issue02-15
Psychological foundations of teaching karakalpak
literature in a foreign-language environment
Mambetova Gulchexra Abibullaevna
PhD Candidate, Nukus State Pedagogical Institute, Uzbekistan
Received:
07 December 2024;
Accepted:
09 January 2025;
Published:
11 February 2025
Abstract:
The article examines the psychological aspects of teaching Karakalpak literature in a foreign language
environment. Special attention is given to the impact of cultural and linguistic differences on the perception and
understanding of literary works. The author analyzes methods and approaches that help overcome barriers in
literature education for students who do not speak Karakalpak. The paper emphasizes the importance of cultural
identity, emotional engagement, and student motivation, as well as the significance of applying approaches based
on psychological and pedagogical theories to enhance teaching effectiveness.
Keywords:
Psychological foundations, literature teaching, karakalpak literature, foreign language environment,
cultural differences, literary perception, teaching in other languages, emotional engagement, student motivation,
psychological and pedagogical approaches.
Introduction:
The basis of the method for teaching
Karakalpak literature among representatives of
different cultures lies in the analysis of the peculiarities
of perceiving artistic works by various ethnic groups:
how they are understood and interpreted in the
context of diverse socio-cultural conditions.
Active study of the multi-layered perception of literary
texts covers a wide range of research: from in-depth
works in the field of literary studies to psychological
analysis and philosophical reflections, which open up
new horizons of understanding. In this field, literary
scholars and pedagogical researchers have conducted
a number of scientific studies. The theoretical
understanding of the issues of readers' perception can
be found in the works of M. V. Cherkezova, I. B.
Nimaeva, E. K. Gafiyatullin, T.O. Skirgailo, Uzbek
methodologists L.B. Khvan, Tukhliyev B, Niyozmetova
R, Khusanbayeva K, E. B. Abduvalitov, and many others.
However, there are no studies on the psychological
aspects of teaching Karakalpak literature in a foreign
language environment.
The perception of Karakalpak literature in multilingual
classes (Russian and Uzbek) has a number of
psychological features related to linguistic, cultural,
and cognitive factors.
Cognitive Features of Perception
Bilingualism and its influence. Students who speak two
languages process literary texts differently from
monolinguals. They may mentally translate the text,
which slows down understanding, but at the same
time, it develops cognitive flexibility.
Different levels of proficiency in the language of
instruction. Students may understand the meaning of a
text but face difficulties in analyzing literary devices
and stylistic techniques, especially if the language of
literature is not their native one.
The influence of the native language on perception. The
linguistic structures of a student's native language can
influence how they interpret a text. For instance, if
certain tenses or concepts are absent in the native
language, it may complicate the understanding of the
plot.
Emotional and Cultural Features
Connection with cultural codes. Students perceive
literature better when it reflects familiar cultural
images, values, and traditions. For example, a
Karakalpak or Uzbek student might empathize more
with the characters of their national literature than
with those of Russian classics.
International Journal of Pedagogics
50
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International Journal of Pedagogics (ISSN: 2771-2281)
Cultural shock. Some literary works may cause
confusion or rejection due to cultural differences. For
example, the Karakalpak mentality may be perceived
differently in European societies.
Differences in emotional responses. People from
different cultures may react differently to the same
plots: a tragedy might be seen as a lesson from fate,
while a comedy may be perceived as a way to avoid
serious conversation.
To study the psychological features of literary
perception
in
multilingual
and
multicultural
classrooms, we used student surveys.
1.
What is your native language?
2.
In which language do you most often read
literature?
3.
Do you face difficulties when reading literary
works in a foreign language? (Yes/No, if yes, what are
they?)
4.
How often do you have to reread a text to
understand it? (Almost never / Sometimes / Often /
Very often)
5.
Which literary genres are easier for you to
understand? (Epic, poetry, drama, etc.)
6.
What part of the text is the hardest for you to
perceive? (Plot, style, cultural features, metaphors,
symbolism, etc.)
7.
Do you feel an emotional connection to the
characters in books written in a foreign language?
8.
Are there times when the characters or the plot
seem unclear to you because of cultural differences?
9.
What methods of text analysis are most
convenient for you? (Class discussions, essay writing,
visual materials, etc.)
10.
Which way of studying literature do you prefer:
reading independently, listening to the teacher’s
explanation, discussing in a group?
11.
Which works of national literature do you like
the most?
12.
Are you interested in the literature of other
peoples? (Yes/No, if yes, which ones?)
13.
Do you feel a difference in the style, language,
and themes of works from different cultures?
14.
Tell us about a work that left a strong
impression on you. Why?
15.
What difficulties do you face when studying
literature at school? Such a survey helped identify
problems related to the perception of literature in
multilingual classrooms and adjust the teaching
methodology. Based on the conducted survey, the
following conclusions were made.
When it comes to teaching literature in a foreign-
language environment, it is important to consider the
various psychological advantages and disadvantages
that may arise for students. Here are some key aspects
to consider:
Cultural and Language Barriers
Language Barrier: One of the main psychological
challenges is the language barrier. When students
study literature in a language different from their
native one, it can create problems with text
comprehension, understanding deep meanings, and
language nuances. Language difficulties can reduce
students' confidence, which affects their motivation
and participation in class.
Cultural Barrier: Literature is closely tied to cultural
context, and when students are unfamiliar with the
culture, they may not understand the traditions,
customs, and symbolism embedded in the works. This
can lead to misinterpretation of the text or
misunderstanding of its key ideas.
Fear of New Cultural Codes For students from other
cultures, psychological discomfort may arise when
encountering a culture to which they do not belong.
Some images, themes, or ideas presented in literary
works may make students feel estranged or insecure.
For example, themes related to the traditions or history
of Karakalpakstan may be unclear or unfamiliar to
students who have no experience with this culture.
Identity Issues Students in a foreign-language
environment may face cultural identity issues,
especially if their own culture is significantly different
from what is being taught. This can lead to feelings of
isolation or a lack of connection with the material,
which in turn can decrease motivation to participate
actively in class. The psychological need for self-
expression and recognition of their identity becomes
an important aspect of the learning process.
Low Motivation and Anxiety Due to language and
cultural differences, students may experience anxiety,
especially if they do not feel confident in the new
cultural context. This can lead to a decline in motivation
to study and even avoidance of class participation.
Anxiety about new tasks, complex texts, or
misunderstanding of the material may block their
desire to learn.
Inequality in Perception of Literary Works In a
multicultural audience, situations may arise where
students perceive the same works differently, based on
their different life and cultural experiences. This can
create difficulties in analyzing and discussing the works.
Psychologically, students may feel uncomfortable if
their perception does not match the majority's opinion
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
or if they feel that their culture and experience are not
taken into account.
Cultural Stereotype Conflict In a foreign-language
environment, there may be a clash of stereotypes and
prejudices about another culture. For example,
students might begin to perceive literary works through
the lens of negative stereotypes about a culture or
people with whom they are unfamiliar. This can create
biased perceptions and hinder deep understanding of
the works.
How to minimize these psychological disadvantages:
Using a differentiated approach: Applying methods
that take into account students' knowledge levels and
cultural differences can help eliminate many
psychological barriers. Teachers can offer adapted
assignments or additional explanations to provide
equal conditions for all students.
Creating an inclusive and safe atmosphere: It is
important to create a classroom environment where
every student feels accepted and can openly express
their thoughts. This helps minimize fears and increase
motivation.
Cultural sensitivity: Teachers can pay attention to
cultural differences and offer students reflections on
their own cultures and the cultures of others to better
understand and respect different cultural contexts.
Interactive and creative methods: Using active teaching
methods (e.g., discussions, project work) will help
students participate more actively in the learning
process, overcoming psychological barriers. These
aspects can serve as a good foundation for discussing
psychological problems and solutions that will help
improve the process of teaching literature in a foreign-
language environment.
There are also psychological advantages to teaching
literature in a foreign-language environment that can
have a positive impact on students. Here are some of
them:
Development of Intercultural Empathy Teaching
literature from another culture contributes to students’
sensitivity. When they immerse themselves in works
that reflect the life and experiences of people from a
different cultural environment, it helps broaden their
worldview and increase tolerance. Familiarity with the
literature of Karakalpakstan or other cultures helps
students understand how differences in culture,
history, and traditions influence people’s worldview
and behavior.
Improvement of Cognitive Flexibility Interaction with
foreign-language texts requires students to adopt a
more flexible approach to perceiving and analyzing
information. Getting used to different writing styles,
traditions, codes, and metaphors develops critical
thinking and the ability to see things from different
perspectives. This improves cognitive skills and
develops the ability to adapt to new situations.
Stimulating Creative Potential Teaching literature in a
foreign-language environment stimulates creative
thinking. When students encounter new plots,
characters, and styles, it can inspire them to come up
with new ideas and creative projects. Comparing
different literary traditions helps unlock creativity,
improving the ability to find unconventional solutions
and see connections between seemingly unrelated
elements.
Development of Self-Reflection and Self-Identification
Literature helps students recognize their own cultural
identity by comparing their culture with others. This
can be a helpful process of self-discovery, as students
begin to understand which elements of their culture
and perception differ from those represented in the
literature of another culture. This promotes the
development
of
self-identity
and
a
deeper
understanding of their place in the world.
Strengthening Social and Psychological Confidence
Studying literature from another culture helps create a
more open and inclusive educational environment.
When students feel that their cultural differences are
acknowledged and valued, they become more
confident and comfortable in their learning
environment. This can improve their psychological
state and motivation, as well as help them adapt more
quickly to international or multilingual environments.
Psychological Adaptation and Strengthening of
Intercultural Connections Teaching literature in a
foreign-language
environment
fosters
social
connections between students from different cultures.
This strengthens intercultural communication and
develops the ability to adapt, understand, and interact
with people from various cultural backgrounds.
Ultimately, this contributes to social harmony and
reduces stereotypes and prejudice.
Strengthening the Sense of Belonging to a Global
Community Students studying the literature of other
nations begin to feel like part of a broader global
community. This sense of "global citizenship"
strengthens their psychological confidence and
motivation to study. Literary works that address
universal themes
—
love, struggle, freedom, justice
—
create a sense of shared humanity despite cultural
differences.
These advantages demonstrate how teaching literature
in a foreign-language environment can positively
impact students' personal development, intellectual
abilities, and social adaptation. It is important not only
International Journal of Pedagogics
52
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
to address emerging psychological challenges but also
to actively use them as resources for students’ personal
growth.
CONCLUSION
In conclusion, it can be said that the psychological
aspects of teaching Karakalpak literature in a foreign-
language environment require careful attention to the
peculiarities of students' perception and understanding
of works, considering their cultural and linguistic
differences. It is important to develop students'
emotional engagement, motivation to learn, and
understanding of cultural contexts, which contributes
to a deeper understanding of literary texts. The
application
of
psychological
and
pedagogical
approaches and techniques aimed at developing
students' cognitive and emotional abilities creates
conditions for effective learning in a multilingual
educational environment. The success of teaching
Karakalpak literature largely depends on the teacher's
ability to adapt teaching methods to the psychological
characteristics and language barriers of students, as
well as on using intercultural approaches to expand
educational horizons.
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