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The implementation of literature in teaching speaking for
advanced students
Jahongir KENJABAEV
1
Termez state university
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
30 January 2022
Accepted 20 February 2022
Available online
15 March 2022
The English language teaching tradition has been subject to
tremendous change, especially throughout the twentieth
century. Perhaps more than any other discipline, this tradition
has been practiced, in various adaptations, in language
classrooms all around the world for centuries.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss2/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
Literature,
speaking,
also,
teaching,
advanced
Ilg
‘
or talabalar uchun nutqni o'qitishda adabiyotni amalga
oshirish
ANNOTATSIYA
Kalit so‘zlar
:
adabiyot,
nutq,
amalga oshirish,
o
‘
qitish,
ilg
‘
or
Ingliz
tilini o‘qitish an’analari, ayniqsa, yigirmanchi asr
davomida juda katta o‘zgarishlarga duch keldi. Ehtimol, har
qanday intizomga qaraganda bu an’ana asrlar davomida butun
dunyo bo‘ylab turli sinflarda, turli xil moslashuvlarda qo‘llanilgan.
Внедрение литературы в обучение устной речи для
продвинутых студентов
АННОТАЦИЯ
Ключевые слова:
литература,
разговорная,
а также преподавание,
продвинутый
.
Традиция преподавания английского языка претерпела
огромные изменения, особенно на протяжении двадцатого
века. Возможно, больше, чем любая другая дисциплина, эта
традиция практиковалась в различных вариантах
адаптации в языковых классах по всему миру на
протяжении веков.
1
Lecturer, Termez state university. Termez, Uzbekistan.
Жамият
ва
инновациялар
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Общество
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Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
263
INTRODUCTION
While the teaching of Maths or Physics, that is, the methodology of teaching Maths
or Physics, has, to a greater or lesser extent, remained the same, this is hardly the case
with English or language teaching in general. As will become evident in this short paper,
there are some milestones in the development of this tradition, which we will briefly
touch upon, in an attempt to reveal the importance of research in the selection and
implementation of the optimal methods and techniques for language teaching and
learning. There may be many different reasons for learning a foreign language, but for
most language learners developing good speaking skills is essential. Communicative
language teaching approaches that have been in vogue since the 1970s emphasize the
importance of developing learners' communicative ability. Even though there have been
other methods and approaches that tried to develop learners
’
speaking skills, their
underlying principles or the techniques they used prevented them from producing fluent
speakers of the target language. This entry gives an overview of the place and methods of
teaching speaking throughout the history of language teaching and learning and the
implications of using communicative language teaching approaches for developing
learners
’
communicative competence.
LITERATURE REVIEW AND METHODOLOGY
A lot of texts that can be found in the course books are often created for
pedagogical reasons and lack the personal addressing to young learners. In comparison,
the fairy tales spark children’s curiosity, increase i
nterest and create wonder and in
addition the that they may elicit a powerful emotional response and personal
involvement of students (Collie & Slater, 1987). In the reading classes teachers’ concern
should be to increase students’ motivation towards readi
ng in the foreign language
lesson by making reading interesting. The texts which teacher offers students to read
should be: interesting for students, be at the right level of difficulty and authentic
(Cameron, 2001). Young learners see reading as an entertainment. They typically prefer
stories about animals, legends, folk tales and fairy tales (Verhoeven & Snow, 2008). Fairy
tales are stories that illustrate our impulse toward a greater level of consciousness. They
are fun, interesting, and appeal to the imagination of virtually all readers (Bagg, 1991). As
children read them they “enter” into fairy tales and act out together with the characters
(Tiberghein 2007). Fairy tales have a great potential to influence positively on children’s
interest in books and their motivation to read. Collie and Slater (1987) suggest that
literature is suitable with language learning students should “Stimulate the kind of
personal involvement by arousing the learners’ interest and provoking strong, positive
reactions from them. If it is meaningful and enjoyable, reading is more likely to have a
lasting and beneficial effect upon the learners’ linguistic and cultural knowledge.
It is
more important to choose books which are relevant to the life experiences, emotions or
dreams of
he learner”
. There are several types on reading and in case of the fairy tales all
types can be applied. There are two types of reading, extensive and intensive (Scrivener,
2005; Tomlinson, 2011; Skopinskaya, 1996). There are two ways of reading: reading
aloud and reading silently. People usually start learning a language from reading aloud.
Children begin their reading experience from starting to read aloud fairy tale familiar
texts. It should be pointed out that reading aloud should be used only at the earliest stage
of reading skill development, since there is danger inherent in a reading program that
relies too heavily on the phonics of written language. Also, reading aloud has very strong
disadvantage that only one student is active at a time. All others are either reading ahead,
day-dreaming, or not listening at all (Skopinskaya, 1996).
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DISCUSSION
Intensive reading involves a lot of classroom work with course book, exercises and
texts. This type of reading requires reading texts closely and carefully with intention of
gaining an understanding of as much details as possible. This is often a stop/start kind of
reading involving a lot of going backs and reading the same text over and over again in
order to make sure that all word are interpreted (Scrivener, 2005). In everyday life
people tend to use extensive reading. This kind of reading is fluent, faster, often of longer
texts for pleasure, entertainment and general understanding without paying so much
attention to the details; fairy tales are the good example of these kinds of texts (Cameron,
2001). Interesting and simplified texts may help initiate learners into extensive reading
(Collie & Slater, 1987). There is a great deal of evidence that extensive reading has a
powerful impact on language learning. The more students read, the more they pick up
items of vocabulary and grammar from the text, often without realizing it and this
widening language knowledge seems to increase their overall linguistic confidence
(Scrivener, 2005). Fairy tales include colorful vocabulary and different grammatical
aspects, for example the Past Simple, the Present Simple, irregular verbs, comparisons
and etc. Extensive reading can be organized either as individualized reading, where all
the students read different books, taken from library; or as a class reading, where the
whole class reads the same book. For example a teacher can pick any well know or
absolutely unknown fairy tale and ask students to read it at home, or teacher can ask
students to pick any fairy tale which they like the most read it home and on the next
lesson share some ideas about it in front of the class. Class reading allows teacher to give
maximum help to students, by providing background information, vocabulary and by
choosing adequate questioning type (Skopinskaya, 1996). But a teacher has to be sure
that the text is not too long or too complicated so that students do not lose their interest
in the text. Class reading can be organized in four ways. First, students can take texts at
home and read them in a familiar peaceful atmosphere. Second, they may read silently in
class, with the teacher going through Fairy tales have a great potential to be used as a
valuable source in English lessons. Children’s stories contain uses of language that are
considered typical of poetic and literary texts. Many of these devices offer opportunities
for foreign language learning (Cameron, 2001). Throughout the history of teaching
English as a second/foreign language, instructors mainly required that learners learn the
language through memorization and repetition of the second language structures
without exposing them to real-life situations. These practices were unsuccessful in
promoting English language learners’ capacity when communicating in different life
situations using the target language. However, it is essential to incorporate new trends in
ELT through integrating meaningful materials and authentic tasks that represent real
world situations and thus promote ELTs’ competencies to transfer the language they a
re
learning to situations beyond the classroom. Research in the field of Applied Linguistics
and Second Language Acquisition has an essential role in constructing and modifying
different approaches and methods for ELT for the purpose of guiding language learners
to communicate effectively in the new language. Larsen-Freeman and Anderson mention
three terms related to language teaching: Approach, method, and strategy. The term
approach refers to fundamental philosophies and theories about the nature of language,
the way it is learned and acquired, and how it is delivered. A teaching method is the
practical application of an approach, which includes a set of strategies and techniques for
delivering classroom instructions using different materials and activities. Teaching
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strategies are subsets of a method, which are formed by sequences of techniques
(activities) that teachers use when designing their lesson plan to accomplish certain
goals. Raising English language teachers’ awareness of how these approaches an
d
methods have evolved over history would facilitate their ability to make the best-
informed teaching decisions.
CONCLUSION AND RECOMMENDATION
This paper provides an overview of ELT practices, approaches, methods, and
strategies that have been used in ELT contexts. Furthermore, it suggests effective
language-teaching practices; these integrate authentic tasks and materials to promote
language learners’ autonomy when they communicate in English more effectively and
meaningfully, particularly in EFL contexts. Focus is on modern teaching practices that
English language teachers should utilize to promote ELLs’ speaking proficiency.
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1.
Allen V.F. (1983). Techniques in Teaching Vocabulary. Oxford: Oxford University
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Foreign Language Reading. Englewood Cliffs, New Jersey: Prentice Hall Regents.
3.
Brown R., Waring R. and Donkaewbua S. (2008). Incidental vocabulary acquisition
from reading, reading-while-listening, and listening to stories. Reading in a Foreign
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