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USING LITERATURE MATERIALS IN TEACHING KARAKALPAK AS A
FOREIGN LANGUAGE (ON THE EXAMPLE OF KARAKALPAK
LITERATURE)
Mambetova Gulchexra Abibullaevna
Nukus State Pedagogical Institute
PhD Candidate
https://doi.org/10.5281/zenodo.14934477
Аннотация
. В статье рассматривается использование материалов
каракалпакской литературы в обучении каракалпакскому языку как
иностранному.
Проанализированы
международные
методики
преподавания национальной литературы в контексте изучения языка
(опыт Англии, России, Франции) и выделены ключевые подходы,
адаптируемые к каракалпакской литературе. Определены основные
трудности
восприятия
текстов
учащимися
(лексические,
культурологические,
стилистические
барьеры)
и
предложены
методические
решения:
адаптация
текстов,
использование
мультимедийных ресурсов, внедрение интерактивных методов и развитие
аналитических навыков через дискуссии и эссе. Доказано, что интеграция
литературных материалов способствует углубленному изучению языка и
развитию межкультурной компетенции.
Ключевые слова:
каракалпакская литература, обучение языку,
иностранный
язык,
адаптация
текстов,
культурные
барьеры,
интерактивные методы, межкультурная компетенция.
Annotation
. The article explores the use of Karakalpak literary materials in
teaching Karakalpak as a foreign language. It analyzes international
methodologies for teaching national literature in language learning (the
experience of England, Russia, and France) and highlights key approaches
adaptable to Karakalpak literature. The study identifies major difficulties
students face in understanding texts (lexical, cultural, and stylistic barriers) and
suggests methodological solutions: text adaptation, multimedia integration,
interactive teaching methods, and analytical skill development through
discussions and essays. The research proves that incorporating literary
materials enhances language acquisition and intercultural competence.
Keywords
: Karakalpak literature, language teaching, foreign language, text
adaptation, cultural barriers, interactive methods, intercultural competence.
In modern education, integrated approaches to language teaching have
gained special significance. In particular, the use of literary materials is not only
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
141
an effective method of language instruction but also contributes to the formation
of students' cultural competence. Karakalpak literature, with its rich history and
multifaceted spiritual heritage, can serve as a valuable resource for exploring
the connection between language and culture among students learning in a
different language.
This article analyzes effective methods of using Karakalpak literary
materials in teaching Karakalpak as a foreign language. It also discusses the
difficulties that arise in this process and ways to overcome them.
Literature as a Means of Teaching a Foreign Language
Literature in language learning helps not only with mastering grammatical
rules but also with developing students' communicative and cultural skills.
According to the linguistic and cultural approach, language and culture are
closely interconnected, and through literary works, students not only acquire
new vocabulary but also familiarize themselves with the mindset, traditions, and
worldview of native speakers.
In foreign language teaching, international scholars have achieved
significant progress, and it is important to explore some of their methods.
The use of literary materials in foreign language education is widespread in
many countries. Analyzing international experiences in teaching national
literature in a foreign language helps identify challenges in teaching Karakalpak
literature and propose solutions. Let us consider the experiences of the United
Kingdom, Russia, and France.
1. United Kingdom: Teaching English Literature in ESL Programs
In teaching English as a second language, literary texts are widely used. For
example, in TESOL (Teaching English to Speakers of Other Languages) and CLIL
(Content and Language Integrated Learning) approaches, language and
literature are taught simultaneously. Students read works by Shakespeare,
Charles Dickens, and Jane Austen in both adapted and original versions. The use
of authentic texts in lessons helps with both language acquisition and
understanding historical and cultural contexts. To overcome language and
cultural barriers, a multi-step teaching strategy is applied: first, simplified texts,
then full versions with analysis.
Based on this experience, the following conclusions can be drawn for
teaching Karakalpak to speakers of other languages:
Effectively combine adapted and original versions of Karakalpak literary
works.
Focus not on text translation but on explaining the cultural context.
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Use visual and multimedia tools in literary analysis.
2. Russia: Teaching Russian Literature to Foreign Students
Russian literature plays a crucial role in learning Russian as a foreign
language. In the methodology of RFL (Russian as a Foreign Language), works by
Tolstoy, Dostoevsky, Chekhov, and Pushkin are used. Texts are presented in
simplified forms with explanations and glossaries. Students analyze literary
characters in psychological and cultural contexts. Grammar rules are learned
through examples from literary texts.
Based on this approach, the following methods can be suggested for
teaching Karakalpak literature:
Adapting texts with explanatory glossaries and comparative analysis.
Developing students' empathy toward characters’ emotions for better
cultural understanding.
Creating a specialized literary corpus and phrase bank to reduce language
difficulties.
3. France: Teaching French Literature in the FLE System (Français
Langue Étrangère)
In French language instruction, literature plays a significant role in the FLE
system. Works by Victor Hugo, Guy de Maupassant, and Albert Camus are used
in teaching. Initially, students read short stories and simplified versions, then
progress to full novels.
In line with France's educational standards, a specific literary analysis
process has been developed: conceptual text analysis, reflections on characters
and ideas, and essay writing. French history and culture are explained through
literature.
This experience can be applied to teaching Karakalpak literature:
Start with short stories, gradually moving to more complex works.
Develop a methodology for writing essays and reflections based on texts.
Explain the historical and cultural context while studying literature.
Opportunities and Challenges of Using Karakalpak Literature in Foreign
Language Teaching Karakalpak literature presents students speaking another
language with many cultural and linguistic barriers. Studies show that in
Russian and Uzbek classes, students face the following difficulties when reading
Karakalpak literary texts:
Lexical complexity – difficulty in understanding some historical and
national terms.
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Polysemy and artistic devices – challenges in interpreting metaphors,
symbols, and stylistic figures.
Cultural differences – characters’ worldviews and values differ from
students’ cultural perceptions.
Survey results indicate, 76% of students need additional glossaries and
explanations to understand literary texts. 60% struggle with fully grasping the
artistic style.
Methodological Solutions: To improve the effectiveness of teaching
Karakalpak literature in a foreign language, several methodological approaches
can be used:
Interactive methods – dramatization of texts, role-playing games,
multimedia tools.
Text adaptation – using materials with explanatory glossaries and visual
aids.
Discussions and analysis – analyzing texts not only from a grammatical but
also an aesthetic perspective.
Use of visual aids – applying illustrations, diagrams, and video materials to
facilitate text comprehension.
Creative tasks – writing essays, poems, and dramatic scenes based on
literary texts.
The study has shown that the use of Karakalpak literary materials in foreign
language learning faces several challenges, such as lexical complexity, ambiguity
of artistic devices, and cultural differences. A survey conducted among students
in Russian and Uzbek classes revealed that 76% need additional glossaries and
explanations, while 60% experience difficulties with the artistic style of texts.
To enhance the effectiveness of teaching, a comprehensive approach should
be applied, including text adaptation, the use of interactive methods, and visual
aids. International experience (United Kingdom, Russia, France) confirms that a
combination of simplified and original texts, character analysis in a cultural
context, and creative assignments (essay writing, scene reenactment) contribute
to deeper language acquisition.
From the perspective of Bloom’s Taxonomy, the proposed methods support
not only memorization and understanding of material but also the development
of analytical thinking, the formation of personal opinions, and the ability to
apply knowledge creatively. Interactive strategies such as role-playing games
and multimedia resources allow students to engage emotionally with the studied
material, increasing their motivation and language proficiency.
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Thus, adapting texts, complemented by modern pedagogical technologies,
will help overcome existing barriers and improve the effectiveness of teaching
Karakalpak literature in classes where instruction is conducted in other
languages.
References:
1.
Бертран, Д. (2013). Литературные тексты XX века на занятиях по
иностранному языку. Образовательные задачи и предложения по
деятельности
2.
C. E. Ökten, “Teaching Foreign Language with Using Cultural Aspects of
Literature”, İstanbul Üniversitesi Sosyoloji Dergisi, c. 3, sy. 26, ss. 33–43, 2013.
3.
Ökten, Celile Eren. “Teaching Foreign Language With Using Cultural
Aspects of Literature”. İstanbul Üniversitesi Sosyoloji Dergisi 3/26 (Temmuz
2013), 33-43.
4.
Lazar, G., Literature and Language Teaching: A Guide for Teachers and
Trainers. Cambridge: Cambridge University Press. (1993).
5.
https://www.researchgate.net/publication/374481998_Russian_literatur
e_in_teaching_Russian_as_a_foreign_language
