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THE IMPORTANCE OF FAIRY TALES IN TEACHING ENGLISH AS A
SECOND LANGUAGE
Raykhona Gulomova
Uzbek state world languages university Applied sciences department "If you want your children to be intelligent, read them fairy tales.
If you want them to be more intelligent, read them more fairy tales."
Albert Einstein.
Fairy tales are children's stories in which magical things happen, also they are the authentic materials to use in teaching English language. Authentic materials are not designed for educational purposes thereby can be very effective and efficient in the usage of English teaching classroom. By reading fairy tales children can develop their imagination and critical thinking. On the other hand it is vital enough to select suitable fairy tales for foreign language teaching.
There are two aspects of any language, which are grammar and vocabulary. In terms of enlarging vocabulary aspect, teaching English as a second language is easy as long as the teacher provides the students with fairy tales. That is to say, learners recognize the beauty of a written and spoken word in fairy tales as well as know how to express and talk about their opinion freely. Vocabulary enrichment occurs whenever the students read and understand the context, imagine the new words in addition make up sentences using them. Fairy tales are full of unknown words, however comprehending each of their meaning while reading can be very essential for both teacher and learners. What is more, involving the children and arousing their interest on teaching vocabulary can be simplified while teacher creates various vocabulary sets such as family, food, clothes, adjectives, landscapes, animals and buildings etc.
Another aspect of English language, grammar is acquired since readers see the authentic sentences and their structures in fairy tales. It is better to show where such grammar rules are practiced, than simply teaching grammar rules inductively. Thus learners never get bored of the lessons which has the aim of progress in grammar. Many fairy tales include clear and uncomplicated sentences that is the reason why students prefer reading them. Flashcards to demonstrate the actions taken from the fairy tales help to understand what kind of tenses are used in it. Besides that teacher can make a new interactive classroom activity in which students come to the board and show each action when the rest of the group should find out the verb and its tense.
Individuals' skills in target language such as reading, speaking, listening and writing are very necessary if taken into the classes by the teacher. Actually, fairy tales are the best example of classroom materials to utilize during the lesson. Reading is the only skill which can influence and develop the rest of the skills. Various reading techniques in teaching English make the whole class enjoy and strengthen the language. By the time when reading fairy tales, students understand the gist of it, guess and infer meanings from the surrounding context, from their background knowledge or out of class experience.1 Furthermore pre, while and post reading activities foster the skill also consolidate the acquired knowledge of a student. They can be motivating, descriptive, interesting and understandable, which is why readers get inspired to continue reading fairy tales in the lesson. At the end, follow up activities should be done to check the comprehension of the fairy tale or the usage of new vocabulary.
Speaking skill is the most demanding skill that many teachers teach. The very lovely part of fairy tales are chosen by students and let for presenting them orally. In this case, students speak up confidently, just because they know what they are talking about. Additionally, in the discussion activities worked in groups or pairs to tell the hero and heroines' actions in fairy tales, spoken production of English language is fluently used. Accuracy of the oral language can easily be noticed by the teacher that many students fail to speak correctly and in order as the task is to debate and say as many particular things as possible to win the another group. This does not make any sense in the purpose of enhancing speaking skill, rather increases the number of active students.
Writing is complicated skill as it requires the knowledge of formation of sentences, awareness of spelling, rich vocabulary and many features of the written language. After having finished reading the fairy tales, teacher may give a task of writing the summary that defines what they have understood. This activity aims to develop the way of connecting ideas. Another classroom activity challenges students to write what they think what will happen next, or else what would you do if you were the main hero of the fairy tale, what the end of the fairy tale will be like for you etc2. Afterwards, they can share their predictions with the whole class and discuss the different opinions. Writing a fairy tale of their own is also a possible creative activity, which is why students can use the new words and new structures of the fairy tale to make it.
When students start learning a foreign language, it goes in mainly through their ears and what the students hear is their main source of the language. Listening is enriching that teachers read the fairy tales for pleasure to make the whole class focused on the fairy tale. "Put up your hands" is one of the fun activity in which teacher reads the sentences of the fairy tales and the students are supposed to put up their hands if the statement is true, otherwise they do not
1 Nunan David. 1989 Designing tasks for the communicative classroom Cambridge Language Teaching Library. Great Britain. Cambridge university press
2 Lazar, Gillian. 1993. Literature and language teaching. Great Britain. Cambridge university press.
make movement3. Moreover, playing the recorded version of the fairy tale can get interested in the target language as soon as students listen carefully for the main idea first, for details then. Listen and spell the words activity can be very effective in terms of revising new vocabulary acquisition.
Children's imagination boosts by reading fairy tales that their curiosity to learn new things and experience new places becomes more and more real. The importance of fairy tales is that they help teach children right from wrong, that even in language classes learners can be taught morally. Fairy tales provide with the usage of a common language, cultural literacy and cross cultural boundaries. All in all teachers make the lesson both intriguing and unusual now that fairy tales are put into practice.
References
1. 1 Nunan David. 1989 Designing tasks for the communicative classroom Cambridge Language Teaching Library. Great Britain. Cambridge university press
2. Lazar, Gillian. 1993. Literature and language teaching. Great Britain. Cambridge university press.
3. Lenka Mikesoa. 2003. The usage of fairy tales in English lessons. University of Pardubice.
ПЕДАГОГ1ЧНА 1СТОРЮГРАФШ ПРОБЛЕМИ ВИКЛАДАННЯ СЛОВЕСНОСТ1 У Х1Х - НА ПОЧАТКУ ХХ СТОЛ1ТТЯ
Новаювська Людмила Володимирiвна
кандидат педагоггчних наук, доцент, доцент кафедри украХнськоХ лгтератури, укратознавства та методик ïx навчання, Уманський державний педагоггчний унгверситет ¡мен1 Павла Тичини,
м. Умань, Укршна
У статт здшснено iсторiографiчний аналiз проблеми викладання сло-весност у вгтчизняних навчальних закладах Х1Х - початку ХХ столбя. В межах сучасного iсторiографiчного перюду автором за проблемно-тематичним принципом виокремлено групи праць, що презентують втиз-няний досвщ викладання словесности
Ключовi слова: iсторiографiя, педагопчна iсторiографiя,викладання словесности лгтературна освгга.
В статье представлен историографический анализ проблемы преподавания словесности в отечественных учебных заведениях XIX - начала ХХ века. В пределах современного историографического периода автором по
3 Lenka Mikesoa. 2003. The usage of fairy tales in English lessons. University of Pardubice.
