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THE DEVELOPMENT OF CRITICAL THINKING ON THE BASIS
OF LITERARY TEXTS
Petrosyan Nelya Valerevna
Samarkand State Institute of Foreign Languages Senior teacher, English Language
Teaching Methodology Department
E-mail: nelly_petrosyan@mail.ru
Abstract:
The study surveys the usage of literary text analysis on the basis of
modern pedagogical techniques in the English classroom, which is applied by
English teachers for the development of critical thinking abilities of learners at
Samarkand State Institute of Foreign Languages. The English language
methodology keeps on exploring the ways and methods of teaching the English
language by using various techniques to learners. The study focuses on the analysis
of the effectiveness of using innovative techniques for developing critical thinking
abilities. The research study applies both quantitative and qualitative methods for
data analysis. Participating subjects were 100 3
rd
year students of the English course
studying reading and writing course. The data analysis manifests that the usage of
literary texts on the basis of up-to-date techniques for developing critical thinking
skills increases the effectiveness of English classes. Modern teaching techniques
modify the role of the teacher from the transmission of information to the organizer
and coordinator of the educational process and make it possible to form complex
competencies in the future. Therefore, the purpose of the investigation is to
implement some up-to-date techniques in the syllabus of English classes. The given
results illustrate the growth of motivation in reading and analyzing literary texts
and general competence of students.
Keywords:
modern pedagogical techniques, authentic materials, motivation,
critical thinking skills, PRES formula, literary texts, competence.
1. INTRODUCTION
Literature has been a subject of study in many countries at a secondary or
high levels, but until recently it has not been given much emphasis in the English
classroom. The use of literature in the ELT classroom is enjoying a revival for a
number of reasons. Having formed a part of traditional language teaching
approaches, literature became less popular, as language teaching and learning
started to focus on the functional use of language. However, the role of literature
in the ELT classroom has been re-assessed and many literary texts are providing
rich linguistic input, effective stimuli for students to express themselves in other
langua
ges, and a potential source of learners’ motivation.
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First of all, any method or approach towards using literature in the classroom
must answer the question: How can literature develop students’ critical thinking
abilities? Many authors, critics, and linguists have puzzled over using literature for
improving students’ language skills and critical thinking abilities.
One broader explanation of literature says that literary texts are products
that reflect different aspects of the society. They are cultural documents that offer
a deeper understanding of a country. Before doing any study of a literary text with
your learners, one idea of using literature as a source for critical thinking
development should be discussed.
What are the reasons for using literature as a source of critical thinking
development in the classroom?
There are many good reasons. Here are a few:
➢
Literature is authentic material. It is good to expose learners to this
source of unmodified language in the classroom because the skills they acquire in
dealing with difficult or unknown language can be used outside the class.
Literature encourages interaction. Literary texts are often rich in multiple layers
of meaning, and can be effectively mined for discussions and sharing feelings or
opinions;
➢
Literature expands language awareness. Asking learners to examine
sophisticated or non-standard examples of language (which can occur in literary
texts) makes them more aware of the norms of language use. Literature educates
the whole person. By examining values in literary texts, teachers encourage
learners to develop attitudes toward them. These values and attitudes relate to
the world outside the classroom [7; 218];
➢
Literature is motivating. Literature holds high status in many cultures
and countries. For this reason, students can feel a real sense of achievement at
understanding a piece of highly respected literature. Also, literature is often more
interesting than the texts found in course books. Literary texts provide
opportunities for multi-sensorial classroom experiences and can appeal to
learners with different learning styles. Texts can be supplemented by audio texts,
music CDs, film clips, and podcasts, all of which enhance even further the richness
of the sensory input that students receive;
➢
Literary texts offer a rich source of linguistic input and can help learners
to practice the four skills
–
speaking, listening, reading, and writing
–
in addition
to exemplifying grammatical structures and presenting new vocabulary.
Literature can help learners to develop their understanding of other cultures,
awareness of differences, and to develop tolerance and understanding. At the
same time, literary texts can deal with universal themes such as love, war, and
loss that are not always covered in the sanitized world of course books. Literary
texts are representational rather than referential;
➢
Referential language communicates at one level and tends to be
informational. The representational language of literary texts involves the
learners and engages their emotions, as well as their cognitive faculties. Literary
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works help learners to use their imagination, enhance their empathy for others
and lead them to develop their own creativity. They also give students the chance
to learn about literary devices that occur in other genres e.g. advertising;
➢
Literature lessons can lead to public displays of student output through
their creations e.g. poems, stories, or through performances of plays. So, for a
variety of linguistic, cultural, and personal growth reasons, literary texts can be
more motivating than the referential ones often used in classrooms [10; 89].
1.1.
Modern methods and materials for critical thinking development
There have been different models suggested for teaching literature to
ESL/EFL students. How teachers will use literary texts depend on the model and
methods they choose. The cultural model views a literary text as a product. This
means that it is treated as a source of information about the target culture. It is
the most traditional approach, often used in university courses on literature. The
cultural model will examine the social, political, and historical background of a
text, literary movements, and genres. There is no specific language work done on
a text. This approach tends to be quite teacher-centered.
The language model aims to be more learner-centered. As learners proceed
through a text, they pay attention to the way language is used. They come to grips
with the meaning and increase their general awareness of English. Within this
model of studying literature, a teacher can choose to focus on general grammar
and vocabulary (in the same way that these are presented in course books for
example) or use stylistic analysis either. The stylistic analysis involves the close
study of the linguistic features of the text to enable students to make meaningful
interpretations of the text
–
it aims to help learners read and study literature more
competently.
The personal growth model is also a process-based approach and tries to be
more learner-centered. This model encourages learners to draw on their own
opinion, feelings, and personal experiences. It aims for interaction between the
text and the reader in English, helping to make the language more memorable.
Learners are encouraged to “make the text their own”
. This model recognizes the
immense power that literature can have to move people and attempts to use that
in the classroom.
1.2.
The Purpose of the research
The purpose of the research is to develop methodological
recommendations on the use of literary texts for the development of critical
thinking based on innovative pedagogical technologies. The horizon of the study
focuses on using up-to-date pedagogical techniques in ESL classrooms, directing
to literary text analysis.
1.3.
The Objectives of the research
❖
formation of foreign language communicative competence and
development of oral and written speech skills of students through literary texts;
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❖
selection and development of literary text for teaching and developing
critical thinking skills;
❖
development of effective pedagogical technologies for teaching English
literary texts to students that affect the development of critical thinking abilities.
1.4. INVESTIGATION
❖
What techniques can rise critical thinking abilities of the 3
rd
year students
in teaching English literature?
❖
What modern ways of teaching English literature can boost the
effectiveness and fruitfulness of classes?
II.
LITERATURE REVIEW
The peculiar features of the literary text:
The nature of the literary text
has always been one of the central concerns of stylistics. Very important
observations regarding this issue were made by famous philologists. The text of
fiction, as a specific type of communication, is characterized by the primary
communicative activity of the author and the secondary communicative activity
of the reader and has many peculiar features.
First and foremost the fictional text reflects an imaginary world, which is
not associated with the practical activity of communicants, and therefore it is
certainly devoid of the fact of logical accuracy.
In this respect, it is expedient to make reference to the principle of
“
constructiveness
”
suggested by T.A. van Dick, with regard to literary
communication. This principle postulates that the author’s intention in t
he
fictional text is by no means practical communication, but the construction of
“
possible
”
, and
“
imaginary
”
worlds for the reader.
A distinguishing feature of the literary text is its aesthetic function. The
aesthetic function presupposes a certain impact on the reader, called both by the
beauty of a linguistic form and the conceptual significance of its content. The
aesthetic information is aimed at arousing aesthetic feelings, i.e. the feelings of
pleasure and beauty on the part of the reader.
The aesthetics of the text is closely interlinked with the categories of
imagery, evaluation, and emotiveness.
A significant property of the literary text is its anthropocentric character.
The principle of anthropocentrism is a key problem of modem linguistics. That
means that the study of language is closely allied to a human, his activity, and his
culture. The ideas of anthropocentrism were laid up and developed in the works
by V. Humboldt, A.A. Potebnya, E. Benvenist, E. Sapir, and many others. At
present, the anthropocentric paradigm is the core of modem linguistics, and it has
given rise to such trends as communicative linguistics, cognitive linguistics, text
linguistics, lingua-pragmatics, etc.
The study of the literary text from the anthropocentric perspective
presupposes the investigation of the linguistic personality of the author
(the author’s image) and the character.
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One major peculiarity of the literary text is its complex multidimensional,
multilayered structure. There are different approaches to the problem of literary
text structure. Some researchers differentiate the surface layer and the deep
layer. The surface layer is a verbal layer, the linguistic form of shaping the content.
The verbal layer in its turn falls into phonetic, morphological, lexical, and
syntactical layers.
The deep layer of the text is its conceptual information including the
author’s purport and pragmatic intentions. The deep layer reflects the author’s
outlook, his individual world picture, aesthetic views and moral values. There are
close and diverse relationships between the deep and surface layers. On the one
hand, it is the deep layer that dictates the linguistic form of the literary text, on
the other
–
the surface layer exerts some influence on the deep layer generating
new conceptual senses.
M.P. Brandes suggests such levels as compositional, emotive, and
psychological. Z.L. Khovanskaya speaks of a three-level structure: aesthetic,
compositional, and linguistic. Some scholars outline the pragmatic level of the text.
The pragmatics of the literary text is understood as its ability to arouse an aesthetic
effect predetermined by the author’s intention, communicative strategies, and
aesthetic views. The pragmatic level is often mixed with the stylistic one.
In our opinion, the notion of text pragmatics is a concept as a unit of
conceptual information, a
«
quantum
»
of knowledge and the conceptual text
structure reflecting the formation and interaction of literary concepts within the
framework of the whole text. So, in spite of different approaches to the problem
of literary text structure, all scholars agree on the following:
•
literary text is characterized by a complex, multilevel, multidimensional
structure;
•
levels of the literary text structure are bound together by the relationships
of interdependency interconditionality and mutually complementary interaction;
•
essence and specificity of each text layer lie in the correlation of both
linguistic and extra-linguistic factors.
The survey of the linguistic literature and our own observations give
grounds for the differentiation of the following levels (codes) in the text structure:
•
informative level is subdivided from the linguistic point of view into
phonetic, morphological, lexical, and syntactical, from extra-linguistic
–
into
denotative, thematic, and compositional sub-levels. The denotative sublevel
explicates the objects described in the text reality, their relationships,
coordination, and subordination. The thematic level embraces a range of vital
problems and life experiences shown through the author’s individual perception.
The main theme is subdivided into micro themes and subthemes which are bound
together and reflect the realities of the surrounding world and its creative
comprehension;
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•
compositional level deals with a complex organization of the text, the
components of which are arranged according to a definite system and in a special
succession. Traditionally the compositional structure of the literary text consists
of the following parts: title
–
exposition
–
initial collision
–
development of the plot
–
the culmination
–
denouement
–
end. However, in every concrete case, this
compositional scheme varies: some parts can be omitted or rearranged. There are
different types of compositional structures: prospective, retrospective, linear,
parallel, and multidimensional).
•
semantic level is concerned with the meanings and contextual senses of
text units, their syntagmatic and paradigmatic parameters, and connotative and
associative links. Most important in this respect is the role of lexical units, which
make the basis for the semantic development of the text and its associative
structure;
•
stylistic level includes many aspects of the text style dealing with a)
stylistic categories such as emotiveness, imagery, implicitness, modality,
intertextuality and linguistic forms of their representation; b) expressive means
and stylistic devices, their functions and pragmatic effects; c) the peculiar features
of an idiostyle;
•
pragmatic level involves: a) pragmatic factors and linguistic means of
impact on the reader, which secure his understanding, arouse his interest and
emotions and involve him in the author’s creative activity, c) parameters of
linguistic personality pr
esented in the author’s and the character’s images;
•
cultural level reflects individual and national cultural values, and
knowledge about historical, political, social, religious notions and events. The
most important role is assigned to the language units conveying cultural
information presented by a great variety of linguistic forms: words, word
combinations, phraseological units, text fragments;
•
conceptual (cognitive) level is closely knitted with an aesthetic function of
the text and represents an individual conceptual world picture, reflecting the
author’s aesthetic credo, his purport, and world perception. From the linguistic
point of view, the analysis of this level aims to describe relationships between
textual features and cognitive processes, linguistic choices, and cognitive
structures.
The analysis of the literary text peculiarities wouldn’t be complete if we did
not touch upon the problem of text interpretation. Interpretation is a purposeful
cognitive activity aimed to disclose the deep-lying conceptual content of the text.
This procedure of interpretation consists of constructing and verifying:
hypotheses about conceptual information of the literary text, the inner substance
of things, and phenomena. A pervasive feature of the literary text is a multitude of
its interpretation which is accounted for by such properties as implicitness,
ambiguity, and imaginative and connotative qualities. It should be stressed,
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however, that the multitude of interpretation is by no means of a subjective and
arbitrary character. There is a certain objective invariant of interpretation, which
is substantiated by the text itself.
Therefore, the analysis of the verbal layer of the text, and its basic linguistic
signals is guided by the process of interpretation which is of prime importance.
To such signals, we refer the language means, put in the position of salience, focus,
and foregrounding. They are keywords, recurrence, stylistic devices and their
convergence, poetic details, and many others.
Proceeding from the fact that the literary text is a complex multilayered
structure, we have to acknowledge the necessity of its complex, multilateral, and
multistage analysis and interpretation. In other words, the study of the literary
text requires a holistic approach. It means that the text should be considered in
the integrity of its linguistic and extra-linguistic factors, the surface and deep
layers of the text, and its stylistic, communicative, pragmatic, cultural, cognitive
and aesthetic aspects.
In summing up, the following conclusions can be made:
•
the literary text is a specific type of communication characterized by many
a peculiar feature: a) an anthropocentric character; b) the construction of an
imaginary world; c) aesthetic values and cultural entity;
•
the literary text is characterized by a complex structure comprising the
hierarchy of informative, semantic, stylistic, pragmatic, cultural, and cognitive levels,
each of them based on the correlation of linguistic and extra-linguistic factors.
Learning a new language is more enjoyable when it really fills up with
emotions. Communicative language learning is an approach to teaching foreign
languages that emphasizes interaction as a means and ultimate goal of language
learning. It is also called the “communicative a
pproach to teaching foreign
languages
”
or simply the communicative approach. With the help of a
communicative approach, students practice language learning based on authentic
materials such as literary texts.
Communication-oriented training aims to teach foreign language through
critical thinking development by using modern techniques. Critical thinking is a
skillful, responsible thinking that promotes good judgment, as it relies on criteria
of self-corrects, and responds sensitively to context. This is a productive thinking,
during which a positive experience is formed from everything that happens to a
person; reasoned, because convincing arguments allow you to make thoughtful
decisions; multi-faceted, because it manifests itself in the ability to consider the
phenomenon from different sides; individual because it forms a personal culture
of working with information; social because work is carried out in pairs, groups;
this is the main method of interaction (Matyash, 2018).
This is the ability to analyze information from the standpoint of logic, the
ability to raise new questions, develop a variety of arguments, and make
independent, well-thought-out decisions. Critical thinking is the starting point for
developing creative thinking, synthesis, analysis, proof, and generalization.
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Certain research for the development of critical thinking through reading
and writing was made by American linguists, Charles Temple, Kurt Meredith,
Jeannie Still, Dawn Ogle, David Kluster (Akhmedova, 2013).
The given article represents the usage of the modern PRES-formula
technique for constructing critical thinking abilities based on literary texts.
2.1. PRES-
formula technique on the basis of a short story “On
Marriage”
by G. Mikis.
In our investigation, we would like to present a humorous
story analysis of
“
On Marriage
”
written by Hungarian-born British author George
Mikis.
His literary works constitute deep and articulated stories on humor themes
and besides, it results to be a vast panorama of the whole literary work of George
Mikes.
P
–
Position
I think that marriage is different from Love, It is a good
institution but I must add that a lot depends on the person you
are married to.
There
is no
such thing as
a good wife or a good husband
–
there is only a good wife to Mr. A. or a good husband to Mrs.
B. If a credulous and gullible woman marries a pathological
liar, they may live together happily to the end of their days
–
one telling lies the other believing them. A man who cannot
live without constant admiration should marry a "God, you
are wonderful" type of woman. If he is unable to make up his
mind he is right in wedding a dictator. One dictator may
prosper in a marriage: two are too many.
R
–
Reason
The reason is that the way to matrimonial happiness is
barred to no one. It is all a matter of choice. One should not
look for perfection, one should look for the complementary
half
4
of a very imperfect another half.
E
–
Example
For example if a man may be anxious to show off his wife's
beauty and elegance, marry a mannequin and be surprised to
discover in six months that she has no balanced views on the
international situation. Another marries a girl only and
exclusively because she is seventeen and is much surprised
fifteen years, later to find that she is not seventeen anymore.
Or if you marry a female book-worm who knows all about
the gold standard, Praxiteles and Kepler's laws of planetary
motions, you must not blame her for being somewhat less
beautiful and temperamental than Anjelina Jolie And if ladies
marry a
title or a bank
account,
they
must not blame
their husbands for not being romantic heroes of the
Nickolas Cage type.
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2.2. PRES-formula technique on the basis of a fable
“
The Owl who was
odd
”
by J.Thurber.
Knowing the compositional structure of a fable (exposition
–
dialogue
–
action
–
moral) students can easily reveal the essence of a moral. This
fable was given to students of the 3
rd
year student aiming to be critically observed
and discussed in the classroom.
PRES-formula technique was the right choice to
develop critical thinking abilities on the basis of the given fable.
3. DELIMITATION OF THE STUDY
The data were collected from the learners of the 3rd year student on the
specialty of English language and literature. The aria of the study is also limited
to reading and writing courses on the 3
rd
year and which in general are included
in the English syllabus.
4. DATA COLLECTION
The major source for data collection were students of Samarkand State
Institute of Foreign Languages. The students were the participants of the
research, who were interviewed and filled out the questionnaires for gathering
the final results of the research. Since the purpose of the study is to explore the
S
–
Solution
To sum up, you should know what you are buying. And as
long as you do not play records on your refrigerator and do
not put bunches of chrysanthemums into your hat, you have a
reasonable chance of so-called happiness.
P
–
Position
I think that a person can fool too many of the people too
much of the time but it will not continue for a long time.
R
–
Reason
The reason for this assertion is that a lie can end at any
time as a fable shows. An owl, pretending to be witty and
smart, wanted to lie to other animals and birds.
E
–
Example
For example, when the owl appeared among the animals it
was high noon and the sun was shining brightly. He walked
very slowly, which gave him an appearance of great dignity,
and he peered about him with large staring eyes, which gave
him an air of tremendous importance.
“
He
’
s God
’
screamed a
Plymouth Rock hen. And the others took up the cry
“
He
’
s God!
”
So they followed him wherever he went and when he began to
bump into things they began to bump into things, too.
S
–
Solution
In conclusion, the owl and some other birds and animals
were killed by a truck because they were too blind to reveal
the owl’s lie. He thought himself self
-confident enough and
God saving creature who can always lie and not be punished
by anydiv.
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techniques for developing critical thinking, the questionnaires were formulated
with questions concerning the PRES-formula technique used during the
experiment, revealing positive sides for developing critical thinking skills.
5. DATA ANALYSIS AND RESULT DISCUSSION
According to the survey report, 100 3
rd
-year students were participating in
the experiment for using innovative pedagogical technologies in English classes.
The result
s of the survey demonstrate the rise of students’ interest in the language
learning process and the boom in the effectiveness of the lessons. PRES- formula
technique was scrutinized by the researcher in teaching reading and writing
skills. Data under analysis gave the following results.
5.1. Improving critical thinking abilities through reading and writing
techniques
In the experiment on the use of modern pedagogical technologies among
3
rd
-year students of Samarkand State Institute of Foreign Languages, 5 groups
participated, in general, about 100 students. Reading and writing courses were
observed in testing and the given diagram clearly shows the increase of
effectiveness of English classes of the 3
rd
year students, basing on introducing of
modern pedagogical PRES-formula technology, growing approximately to 90%.
Reading, writing, and somehow speaking skills fluctuated steadily in 5 groups,
beginning from 60%, to total amount (table 1.1.).
At the final stage of the experiment, was an anonymous survey of students
in order to identify their motivation of learning English, using the above PRES-
formula technology for the development of critical thinking in English classes. The
second bar chart illustrates the ratio of students’ motivation. This chart shows t
he
interest of students in using the above technology to develop critical thinking in
English classes. The effectiveness of classes increased to 86% out of 100% after
the experiment. The results of the experiment prove the need to use literary
materials in English lessons, with the simultaneous introduction of modern
technology for the development of language skills, in particular critical thinking
skills. The skills of oral and written speech must be improved daily, through
0
20
40
60
80
100
The diagram of effectiveness of using literary texts
reading
writing
speaking
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various sources of information, developing critical thinking skills, which in turn
leads to the education and development of a full-fledged member of society who
is able to think sensibly, building thoughts logically, in a correct way (table 1.2).
6. CONCLUSION
Critical thinking is the ability to pose new questions, develop different
arguments, and make informed decisions. The purpose of analyzed technology is
to ensure the development of critical thinking through the interactive inclusion of
students in the educational process. Critical thinking promotes mutual respect
between partners, understanding and productive interaction between people;
makes it easier to understand different worldviews, allows students to use their
knowledge to make sense of situations with a high level of uncertainty, to create
a basis for new types of human activity.
The research study on the usage of innovative pedagogical technologies in
language teaching was an excellent experience of empirical data in the
educational process of higher institutions. The survey highlighted the fruitfulness
of using up-to-date technologies in ESL classes. Innovative techniques for
developing critical thinking skills boosted students’ motivation to the highest
point and advanced a friendly atmosphere in the English classroom. The selected
literary materials were undergone to serious adaptation to lesson drafts used in
the conducted experiments. The usage of temporary techniques reinforces the
hope for the need of communicative competence evolution and ultimately
stresses its implementation in teaching process.
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