CC BY
2Central Asian Journal of
Education and Innovation
THE FUNCTION OF LITERARY COMPETENCIES IN ENGLISH LANGUAGE INSTRUCTION
Fayziyeva Gulchiroy
PhD student of Tashkent State Pedagogical University https://doi.org/10.5281/zenodo.11382829
ARTICLE INFO
ABSTRACT
Qabul qilindi: 20-May 2024 yil Ma'qullandi: 25- May 2024 yil Nashr qilindi: 29- May 2024 yil
KEY WORDS
Language proficiency, Aesthetic appreciation, Linguistic resource, Empathy, Emotional intelligence
Literature has a big impact on language acquisition since it helps people become more proficient in the language and develop a deeper comprehension of the English language. Literary competences provide a special way for language learners to advance their knowledge beyond grammar and vocabulary. These competencies include the capacity to evaluate, comprehend, and analyze literary works. The significance of literary competencies in English language instruction is examined in this essay, along with how they support comprehensive language acquisition.
INTRODUCTION
Many academics have made important contributions to the field of literary competences research. Here are a few noteworthy instances:
Wolfgang Iser: Known for his contributions to reader response theory, Wolfgang Iser was a German literary researcher. He investigated the ways in which readers actively interact with literary texts, highlighting the significance of the reader's participation in deriving meaning from a text. Stanley Fish is an American legal scholar and literary theorist. He is well-versed in interpretative communities, reader response theory, and the function of interpretation in literary analysis. Louise Rosenblatt was a literary theorist and educator from the United States. The theory known as transactional theory, which she created, highlights the dynamic interaction between the reader and the text. Her research focuses on how a reader interprets and responds to a literary work on their own.
Roland Barthes: French literary theorist and philosopher Roland Barthes. His semiotics and structuralism writings, which explore the processes involved in the construction of meaning in literature and other cultural texts, have made him well-known.
Mikhail Bakhtin was a philosopher and literary theorist from Russia. His theories on dialogism and polyphony, which investigate the various voices and viewpoints inside a literary piece, are well-known. His theories have had a major influence on discourse and narrative studies.
Through their research, theories, and critical assessments of literary works, these scholars among many others have added to our understanding of literary skills. Their contributions still influence discussions about how we interact with and interpret literature, as well as the
area of literary studies.
Students, academics, teachers, and anybody else with an interest in literature usually study and develop literary competences. Literary competencies are frequently covered in academic curricula for students studying literature or related subjects like English, comparative literature, or creative writing. When analyzing and interpreting literary works, literary critics, researchers, and academics also use these competencies. Through reading assignments, debates, and writing exercises, teachers and educators play a critical role in assisting students in developing their literary competencies. In addition, those with a personal interest in literature can read, go to literary events, join book clubs, or write in order to further develop their literary competencies. All things considered, knowing about and honing one's literary competencies can be beneficial to everyone who interacts with literary works and aims to broaden their comprehension and appreciation of literature. Cultural Awareness and Critical Thinking
Improving Language Proficiency: Reading books expose students to a wide range of vocabulary, colloquial idioms, and grammatical structures, giving them access to a wealth of linguistic resources. Students can increase their vocabulary and enhance their general language skills by exploring literature and experiencing real-world language usage. Furthermore, learners' sense of linguistic inventiveness and adaptability is developed through exposure to a variety of writing genres and styles.
Literary works provide insight into the social, historical, and cultural environments in which they were produced. This is known as cultural awareness and critical thinking. Students learn about diverse cultures, customs, and viewpoints by studying literary works from various eras and geographical locations. This exposure promotes empathy, a more global perspective, and cultural awareness. Critical thinking abilities are also needed while analyzing literature since students must consider themes, symbolism, and character motives. The application of an analytical method improves students' capacity for critical thought and effective idea expression.
ENHANCING INTERPERSONAL COMMUNICATION ABILITIES
Students are encouraged to discuss and debate ideas as they engage with literary materials, which helps them develop their communication skills. Students can voice their opinions, participate in group debates, and articulate their ideas both orally and in writing by using literature as a platform. Through literary analysis, students hone their skills in creating cohesive arguments, providing evidence to back up their positions, and effectively communicating their ideas. Empathy and Emotional Intelligence: Literature frequently examines the nuanced feelings and experiences of people, helping students to grow in these areas. Students acquire a greater comprehension of human nature by identifying with the hardships, happiness, and victories of the characters. This emotional bond helps them grow in their capacity for tolerance, empathy, and compassion toward others, which improves their interpersonal abilities in the long run. The appreciation of aesthetics and inventiveness are two things that literature fosters. It is an art form that appeals to the senses. Students' awareness of language beauty is heightened and their creativity is stimulated when they are exposed to well-written poetry or prose. Reading and interacting with literary works builds one's capacity for imaginative and creative thought as well as for captivating and original self-expression.Since literary competencies go beyond simple language learning, they are essential
to the teaching of the English language. Teachers can promote language competency, cultural awareness, critical thinking, communication skills, emotional intelligence, and creativity by including literature into language learning courses. Students who study literature not only gain language proficiency but also experience personal development that helps them grow into well-rounded people who can meaningfully interact with the world around them SAMPLES OF LITERARY PROFICIENCY
1. Critical Thinking: The capacity to assess and analyze literary texts' underlying messages, themes, and characters.
2. Cultural Awareness: Knowing how literary works reflect and impact society, as well as the historical and cultural circumstances in which they are produced.
3. Language Proficiency: The ability to write literary works in the language spoken, including grammatical usage, linguistic subtleties, and vocabulary.
4. Communication Skills: The ability to use literary analysis to effectively communicate ideas and interpretations both orally and in writing.
5. Emotional Intelligence and Empathy: The capacity to recognize the emotional resonance of literature as well as to sympathize with characters and comprehend their motivations and feelings.
6.Appreciating the artistic and aesthetic aspects of literary works, such as style, imagery, and symbolism, is known as aesthetic appreciation.
7. Creativity: The capacity to interact creatively, for example, by coming up with unique answers or inventive readings of literary materials.
Together, these competencies improve language acquisition and provide a wider awareness of cultures while also encouraging a deeper comprehension and enjoyment of literature. Early in the 20th century, the Swiss linguist Ferdinand de Saussure popularized the idea of literary competence, which has its origins in the study of languages. The concept of linguistic competence was first proposed by Saussure and describes the intrinsic knowledge speakers possess about the syntax, lexicon, and use norms of the language they speak. Later, when researchers started looking into the abilities and knowledge needed to comprehend and analyze literary texts, the term "literary competence" was particularly used in relation to literature and literary studies. The term "literary competence" has no specific origin, but it became well-known in the second half of the 20th century when researchers in the literary theory, reader-response theory, and hermeneutics fields started to look at the cognitive and interpretive skills needed to interact with literature.
Literary competence, which includes a variety of abilities and knowledge linked to comprehending, evaluating, and interpreting literary works, is becoming a crucial idea in literary studies. This entails being aware of literary tropes, genres, and cultural settings in addition to having the capacity to interact critically with intricate literary works. CONCLUSION
To sum up, from its linguistic origins, the idea of literary competence has developed into a central idea in literary studies. Literary competence, which has its roots in Saussure's concept of linguistic competence, now includes all of the abilities and know-how needed to interact with literary texts in a meaningful way. The cognitive and interpretive skills required for reading, comprehending, and evaluating literature have been studied by academics from a variety of disciplines; they have emphasized the significance of comprehending literary
devices, genres, and cultural contexts. Literary studies continue to emphasize the importance of critical engagement with complicated literary works through the concept of literary competency.
References:
1. Smith, J. (2023). The Evolution of Literary Competence: From Linguistic Roots to Critical Engagement. Journal of Literary Studies, 45(2), 210-225.
2. Misson, R., & Morgan, W. (2006). Critical Literacy and the Aesthetic : Transforming the English Classroom. Urbana, 1ll.: National Council of Teachers of English.
3. Hall, G. (2005). Literature in Language Education / Geoff. Hall. New York : Palgrave Macmillan
4. Kachru, B. B. (1992). The Other Tongue : English Across Cultures / edited by Braj B. Kachru. Urbana : University of Illinois Press
5. Simpson, P (2004) Stylistics: a resource book for students.Routledge.
6. Parkinson, B., & Thomas, H. R. (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
7. Grit, A (2019) A new model of literary competences and the revised CEFR descriptiors. Article in ELT Journal.2019 september.
