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19LITERATURE AS AN AUTHENTIC MATERIAL IN TEACHING ENGLISH
Mukhabbat Jalgasbayevna Urazbayeva
Uzbekistan State University of Physical Education and Sport
ABSTRACT
The topic identifies about the aspects on the language learning and the importance of the culture communication through literature in teaching English stages. In this article I try to show a number of the valuable ways of skills in order to teach English language within and demonstrate learning the language through the literature and appropriate solutions of the studying the prose text.
Keywords: types of fictions, language skills, language competence, ways of literature studying
INTRODUCTION
In recent years, the role of literature as a basic component and source of authentic texts of the language curriculum rather than an ultimate aim of English instruction has been gaining momentum. The students agreed with each other that even though they had studied cultural issues through literary texts, the lessons had not provided a thorough picture concerning culture. It is also thought that literature studies were more useful for language learning than for learning about culture. In this opinion, the literary works studied provide only a limited picture on different cultures as most books are about the life of wealthy people. Moreover, the students thought that their knowledge on English-speaking countries' cultures is already good so they did not consider the cultural aspect very important.
LITERATURE REVIEW AND METHODOLOGY
However, they had studied cultural issues in the classroom and, thus, it is possible that learning has happened subconsciously, and part of their knowledge on culture has indeed become from the English lessons.
Overall, the students agreed with each other that English lessons include cultural studies, but that studying literature gives only a limited picture 58 about cultural aspects as literary works are often fictional and present a biased picture of the people of the specific culture. Learning process is not easy for the learners who long for to get all the stages of the language gains.
Most of the language enrichment might be acquired with the help of the text prose which comprises different kind of written fictions. The importance of literature
in language learning is widely acknowledged by researchers and students. Consequently, various school programs have included the study of literature in their language syllabi. However, previous research has concentrated on the effectiveness of literary studies in language learning, whereas students' own perceptions on the use of literature as a way of learning languages have not been as widely studied.
Consequently, the present thesis will take students' viewpoint into consideration. From a teacher's point of view, it is rather important to acknowledge students' opinions on the teaching and learning methods used in the classroom. A student who finds language lessons meaningful, effective and inspiring is likely to be more motivated to learn the language than a student who is not interested in the subject.
When students' motivation increases, they might also progress faster in their own language learning processes. Both understanding the theories concerning literature in language learning and acknowledging students' perceptions might help the teacher to plan successful courses and, consequently, feel motivated and enjoy his or her work.
RESULTS AND DISCUSSION
For this reason, the purpose of the present study is to provide information that teachers can use in the process of planning courses [1, 17-22p]. Literature has been recognized as an important element in language learning. Sinko indicates that reading is useful as it helps students to develop their thinking and imagination and provides a way to learn more expressive and accurate language. It is worth emphasizing that there are benefits of different genres of literature to language teaching. One of the most necessary genres of literature is "Poetry". Poetry can pave the way for the learning and teaching of basic language skills. It is metaphor that is the most prominent connection between learning and poetry. As a consequence, most poetry consciously or unconsciously makes use of metaphor as one of its primary20:14met20:14hods, poetry offers a significant learning process. It is obvious that poetry evokes learners' feelings and thoughts in heart and in mind. As a result, they can speak not only fluently but also smoothly and feel freely in language classroom. Educational benefits of them are the followings:
• Stimulating the imagination and promotes creative thinking;
• Developing critical thinking skills;
• Heightening effective listening skills;
• Increasing creativity, originality, fluency, flexibility, sensitivity, emotional stability, cooperation and examination of moral attitudes, while developing communication skills and appreciation of literature;
• Helping learners improve their level of competence with respect to their receptive and productive skills;
Moreover, using the language in practical activities concerning literature engages the students, which will help increase their textual awareness the scholar Simpson said. Another viewpoint on the importance of literature is that literature mirrors the world in which it is written and also pictures the author's viewpoint on life: "Texts are places where power and weakness become visible and discussable, where learning and ignorance manifest themselves, where the structures that enable and constrain our thoughts and actions become palpable" said according to Scholes Learning about culture. The students agreed with each other about the language being old-fashioned, and for that reason, they thought some of the works were quite difficult to grasp. In addition, the students felt that the works had not been studied thoroughly enough to give them sufficient knowledge on them. From this it could be deduced that the students would enjoy reading more and benefit from it if they had the chance to participate in choosing the books.
On the other hand, a number of the learners need to be more taught how they obtain and develop their reading comprehension through the literature texts. And now you can be shown a 59 plenty of ways which help to the learners to study the literature in another language. The ways of studying literature in the English classroom were not considered to be very useful by either of the interviewed students. Their opinion was that the methods of studying the books had been too detailed as the focus had not been on the books as a whole but on the events happening in the stories. The students had practical examples on how they would like the study of literature to be different.
Firstly, they preferred reading the book independently. Secondly, they would have liked to work in small groups and discuss the book, for example, from the viewpoint of themes, relationships between characters and symbolism, for example. This would ensure a thorough analysis of the book. Thirdly, the students regarded interactive oral practices in small groups as useful. Literature was seen as a big entity that helps one gain several skills, not only language learning but also critical thinking, for example.
CONCLUSION
However, as said above, the students found the ways of studying literature in the English classroom uninspiring .Both students seemed to think that the English
lessons have not provided sufficient knowledge for analyzing literature. However, they felt that their Finnish lessons, which include literature studies in their mother tongue, have been more useful in giving tools for analyzing literature. Finally, accordingly, both of the students value reading prose fiction as it not only aids in language learning but also gives means to read and analyze different kinds of texts from a critical perspective, which is defined as textual competence [4, 20-30]
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