Abstract
In the present article author examines the problem of development of University student’s socio-cultural competence by reading English fictional literature. The place of literature in intercultural communication in the teaching of foreign languages: that it is a source of information about nature, built on the basis of social and cultural realities, and through it they can know alternative cultural norms and at the same time compare their beliefs and attitudes. In addition, it is also source of developing the cognitive and emotional knowledge of students and through it they can find an easy solution to all the complexities of life. All analyzes was made on the example of fictions by E.Hemingway, Ch.Dickens, S.Mougham, F. Scott Fitzgerald, O.Henry, M.Twain, J.London, T.Morrison, P.John Dos and the approach to using historical facts in developing socio-cultural competence is revealed being supplemented with a number of pre-reading and post-reading activities suggested to students learning English as a second foreign language.
Keywords
socio-cultural competence fictions principles key elements. socio-cultural competence, fictions, principles, key elements.
Supporting Institution
Termez State University
Project Number
0
Thanks
0
References
- Reference 1. Robert Eaglestone Doing English A guide for literature students. London:.Routledge, Taylor & Francis e-Library, 2002. P 26 file:///C:/Users/User/Downloads/doing-english-guide-for-literature-students-routledge_compress.pdf
- Reference 2. Bruner, Jerome Seymour. Actual minds, possible worlds. Harvard University Press Cambridge, Massachusetts and London, England. 1986. file:///C:/Users/User/Downloads/Actual%20minds,%20possible%20worlds%20(%20PDFDrive%20).pdf
- Reference 3. Pulverness, A. (2004). Here and There: Issues In Materials Development for Intercultural Learning. Teachers' Forum. British Council Web Site.
- Reference 4. Mingshui Cai. Multicultural Literature for Children and Young Adults: Reflections on Critical Issues: Reflections on Critical Issues. Contributions to the Study of World Literature, Number 116 GREENWOOD PRESS Westport, Connecticut • London, 2002. P 222
- Reference 5. Дридзе Т.М. Текстовая деятельность в структуре социальной коммуникации. - М.: Наука, 1984. - 268с.
- Reference 6. Караулов Ю.Н. Русский язык и языковая, личность.Изд. 7-е. - М.: Издательство ЛКИ,.2010. -264с. 60 https://www.studmed.ru/karaulov-yun-russkiy-yazyk-i-yazykovaya-lichnost_f4d8c5b4a83.html
- Reference 7. Богатырева Марина Александровна. Социокультурный компонент содержания профессионально-ориентированного учебника (Англ. яз., неяз. вуз) : Дис. ... канд. пед. Наук. : Москва, 1998 280 c. 21
- Reference 8. Lim, Youngshin. (2020). An Analysis of Primary School English Textbooks for Integrative Cultural Competence. 1-7. 10.24231/rici.2020.24.2.1. p https://www.researchgate.net/publication/341687267_An_Analysis_of_Primary_School_English_Textbooks_for_Integrative_Cultural_Competence
Abstract
In the present article author examines the problem of development of University student’s socio-cultural competence by reading English fictional literature. The place of literature in intercultural communication in the teaching of foreign languages: that it is a source of information about nature, built on the basis of social and cultural realities, and through it they can know alternative cultural norms and at the same time compare their beliefs and attitudes. In addition, it is also source of developing the cognitive and emotional knowledge of students and through it they can find an easy solution to all the complexities of life. All analyzes was made on the example of fictions by E.Hemingway, Ch.Dickens, S.Mougham, F. Scott Fitzgerald, O.Henry, M.Twain, J.London, T.Morrison, P.John Dos and the approach to using historical facts in developing socio-cultural competence is revealed being supplemented with a number of pre-reading and post-reading activities suggested to students learning English as a second foreign language.
Project Number
0
References
- Reference 1. Robert Eaglestone Doing English A guide for literature students. London:.Routledge, Taylor & Francis e-Library, 2002. P 26 file:///C:/Users/User/Downloads/doing-english-guide-for-literature-students-routledge_compress.pdf
- Reference 2. Bruner, Jerome Seymour. Actual minds, possible worlds. Harvard University Press Cambridge, Massachusetts and London, England. 1986. file:///C:/Users/User/Downloads/Actual%20minds,%20possible%20worlds%20(%20PDFDrive%20).pdf
- Reference 3. Pulverness, A. (2004). Here and There: Issues In Materials Development for Intercultural Learning. Teachers' Forum. British Council Web Site.
- Reference 4. Mingshui Cai. Multicultural Literature for Children and Young Adults: Reflections on Critical Issues: Reflections on Critical Issues. Contributions to the Study of World Literature, Number 116 GREENWOOD PRESS Westport, Connecticut • London, 2002. P 222
- Reference 5. Дридзе Т.М. Текстовая деятельность в структуре социальной коммуникации. - М.: Наука, 1984. - 268с.
- Reference 6. Караулов Ю.Н. Русский язык и языковая, личность.Изд. 7-е. - М.: Издательство ЛКИ,.2010. -264с. 60 https://www.studmed.ru/karaulov-yun-russkiy-yazyk-i-yazykovaya-lichnost_f4d8c5b4a83.html
- Reference 7. Богатырева Марина Александровна. Социокультурный компонент содержания профессионально-ориентированного учебника (Англ. яз., неяз. вуз) : Дис. ... канд. пед. Наук. : Москва, 1998 280 c. 21
- Reference 8. Lim, Youngshin. (2020). An Analysis of Primary School English Textbooks for Integrative Cultural Competence. 1-7. 10.24231/rici.2020.24.2.1. p https://www.researchgate.net/publication/341687267_An_Analysis_of_Primary_School_English_Textbooks_for_Integrative_Cultural_Competence
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Project Number | 0 |
| Publication Date | December 30, 2022 |
| Published in Issue | Year 2022 |