NOVATEUR PUBLICATIONS  
                                                                                                 JournalNX- A Multidisciplinary Peer Reviewed Journal  
                                                                                                                                                         ISSN No: 2581 - 4230 
                                                                                                                                      VOLUME 6, ISSUE 11, Nov. -2020 
                                               TEACHING LITERATURE IN A FOREIGN LANGUAGE 
                                                                         ALIYEVA DILOROM XOLMATOVNA 
                                           Teacher of English Faculty, the Department of Integrated English Course, 
                                                                 Uzbekistan State World Languages University 
             ABSTRACT:                                                                                                 The final  purpose  of  teaching  practiced in 
                         This article is devoted to the process of                                         education depends on the theoretical framework of 
             teaching  literature  in  a  foreign  language.                                               the        practitioners             and         researchers,             their 
             Definition  of  teaching,  types  of  teaching  and                                           assumptions and beliefs about the nature of human 
             why do we assess in education?  such kind of                                                 mind, the origin of knowledge and the process of 
             problems has been answered (solved) and also                                                  learning.  Teaching  brings  benefit  to  both  the 
             formal  and  informal,  internal  and  external                                               teachers and learners. By controlling the process of 
             types  of  teaching  were  differentiated  in  this                                           –‡ƒ…Š‹‰áŽ‡ƒ”‡”•ï‘™Ž‡†‰‡á•‹ŽŽ•ƒ†•—„•‹ŽŽ•ƒ
             article.  But teaching  literature  in  the  target                                           teacher  is  able  to  work  out  new,  more  effective 
             language can  be  much  more  exciting  than  it                                              ways,  methods  of  teaching  a  foreign  language. 
             seems at first glance.                                                                        Teaching  helps  the  teacher  to  prove  his  ideas, 
             KEYWORDS:  speech  skills,  object  of  teaching,                                             methods  on  organizing  teaching  to  foreign 
             formative            Teaching,            summative  Teaching,                                languages. It is beneficial for learners too. Feeling 
             techniques, functions, daily, thematic, teaching                                              their  success  in  learning  a  foreign  language 
             literature in a foreign language.                                                             motivates the learners and inspires them for new 
                                                                                                           activities. It should be stressed that learners have 
             INTRODUCTION:                                                                                 different  motivation.  Some  of  them  (we  mean 
                         Literature offers experiences that can only                                       pupils) are eager to get good grades in all school 
             be  accessed  through  the  target  language. That                                            subjects including a teaching literature in a foreign 
             funny  play  on  words  in  a  scene  of  Shakespeare                                         language  and  the  others  learn  foreign  languages 
             ™‘ï–Šƒ˜‡ƒ›‡ƒ‹‰‹ˆ‡š’Žƒ‹‡†‘—–‘ˆ…‘–‡š–ä                                          with  the  hope  to  find  a  good  job  in  future  the 
             The  relationship  between  France  and  African                                              characteristic           feature  of  teaching  in  school 
             countries like Algeria comes to life more vividly in                                          education is that unlike the other school subjects in 
             light  of  the  writings  of  Camus.  Such  experiences                                       controlling  teaching  a  foreign  language  the  main 
             give  students  a  front-row  seat  to  history  and                                          attention is focused on assessing the degrees of oral 
             culture  which  would  be  impossible  to  replicate                                          speech skills and also reading and writing skills. In 
             otherwise. Teaching idioms from a textbook is not                                             teaching a foreign language teaching includes the 
             memorable. But reading an idiom in a conversation                                             following  types  of  controlling  speech  skills  and 
             between two strong characters will surely stick out                                           subskills 
             ‹›‘—”•–—†‡–•ï‹†•äŠ‡›…ƒƒŽ•‘™‹–‡••Ž‹ˆ‡                                                      Continuous  teaching  is  everyday  teaching. 
             through the eyes of soldiers, preachers, writers and                                          Teacher evaluates it at every lesson and it is one of 
             statesmen  in  a  way  that  gives  insight  into  the                                        the  effective  means  of  teaching  and  assessing.  It 
             people  and  events  that  shaped  the  culture.                                              positively  influences  on  the  learners  and  makes 
             Literature  makes  seamless  connections  between                                             them  to  revise  the  learned  material.  Thematic 
             the language and other subjects.  like art, history,                                          teaching. This type of teaching aimed to control the 
             math  or  instruction  in  their  native  language.                                           gained  knowledge,  formed  speech  skills  on  the 
             Sometimes  language  teachers  need  to  explicitly                                           learned theme. It is carried out after completing the 
             spell  out  the  connections  between  the  target                                            work  on  studying  the  theme.  The  time  given  to 
             language and these other disciplines. But literature                                          Teaching depends on the size and complexity of the 
             makes these connections effortless, allowing us to                                            teaching  material.  Periodic  Teaching.  Periodic 
             teach  to  the  whole  person  rather  than  targeting                                        Teaching           aimed         –‘     ‡˜ƒŽ—ƒ–‡         –Š‡     Ž‡ƒ”‡”•ï
             language          solely.        Literature           provides          better                knowledge, speech skills and subskills after some 
             understanding              of      the       universal          nature         of             period of time. For example after each quarter or a 
             language. How  many  times  have  you  told  your                                             month  within  a  school  year.  The  materials  for 
             students  that  learning  a  second  language  helps                                          Teaching are prepared by the teacher.  
             them  understand  their  own  language  better?                                               What is literature and why have attitudes towards 
             Literature brings that point to life. Students will see                                       it changed?  
             examples  of  metaphors,  symbols,  puns  and                                                             Leavis  wrote  of  literature  study  as  the 
             analogies  that  make  them  think  about  similar                                            'supremely civilizing pursuit' and was influential in 
             constructions  in  their  native  language  and  the                                          elevating it to an academic discipline; his view that 
             universal truths behind them, connecting language                                             'it   trains,  in  a  way  no  other  discipline  can, 
             and personal growth in a meaningful way.                                                      intelligence  and  sensibility  together,  cultivating 
                                                                                                                                                                         240 | P a g e  
                                                                                                          NOVATEUR PUBLICATIONS  
                                                                       JournalNX- A Multidisciplinary Peer Reviewed Journal  
                                                                                                                 ISSN No: 2581 - 4230 
                                                                                                   VOLUME 6, ISSUE 11, Nov. -2020 
         sensitiveness  and  precision  of  response  and  a                   We  can  tweak  this  process  to  fit  our  individual 
         delicate  integrity  of  intelligence',  is  still  held  by          …Žƒ••ï•‡‡†•ä 
         many English teachers and some textbook writers,                      1. Choose a book that suits your •–—†‡–•ïŽ‡˜‡Ž•
         but has very effectively by Widows points out that                    and interests: 
         almost  any  academic  subject  can  develop  these                            Finding the right book is everything! Take 
         general more specific justifications for the study of                 ‹–‘ ƒ……‘—– ›‘—” •–—†‡–•ï ƒ‰‡á Š‘„„‹‡• ƒ†
         literature. Leavis' establishment of an elite literary                socioeconomic  background.  For  example,  chances 
         'canon' with its implicit moral and value judgments                   ƒ”‡–Šƒ–›‘—”‘Ž†‡”–‡‡•™‘ï–ˆ‹†—…Š–‘”‡Žƒ–‡
         also  deeply  influenced  views  on  what  should  be                 to in a picture book for young children. And if you 
         regarded as now likewise seriously challenged.                        have a class of students who are into sports, they 
                  A  brief  history  of  literature  in  the  foreign          may not be interested in a Victorian romance. But a 
         language classroom                                                    book about a famous athlete might just do the trick. 
                  Like most trends in the world of language                             But ultimately, how exactly do you choose a 
         teaching,  the  use  of  literature   has  waxed  and                 good book for your class? 
         waned  depending on the times.                                                 In  the  same  way  that  you  choose  a  good 
                  For years, literature was used as one of the                 book for yourself. By asking for recommendations! 
         components  of  the  grammar-traslation  methods.                              Talk to colleagues and find out what books 
         This  was  the  time-honored  method  that  involved                  –Š‡›ï˜‡ ˆ‘—† •—……‡••ˆ—Ž ‹ –Š‡‹” …Žƒ••”‘‘•ä ‘—
         lots  of  conjugation,  rote  vocabulary  learning  and               could also reach out to parents and teachers in the 
         (you  guessed  it)  translation.  The  ability  to  speak             target-language  country  and  solicit  their  ideas 
         and to listen was secondary at best.                                  about books that kids or adult learners enjoy. 
                  Literature was simply a vehicle for students                          An    Informal      Teaching      may      include 
         to practice their grammar and vocabulary. It gave                     observation,  inventories,  checklists,  rating  skills, 
         authentic  examples  of  sentence  structures,  verb                  performance or portfolio Teachings, participation, 
         conjugations and memorized words. Students were                       peer  and  self    evaluation  and  discussion.  This 
         expected to translate texts word-for-word from one                    type of Teaching †‘‡•‘–…‘–”‹„—–‡–‘ƒ•–—†‡–ï•
         language to another.                                                  final  grade.  Teaching  can  also  be  divided  into 
                  In  the  mid-1900s,  the  focus  of  language                internal  and  external.  Internal  Teaching  is  set  by 
         teaching subtly began to change. Educators became                     the teachers. Students get the mark and feedback 
         ‘”‡…‘…‡”‡†™‹–Š†‡˜‡Ž‘’‹‰•–—†‡–•ïƒ„‹Ž‹–‹‡•                   regarding the Teaching. External Teaching is set by 
         to communicate. The direct method and the audio-                      the governing body and is marked by non  based 
         lingual  method  became  more  popular.  Neither                      personal. For example entering tests for high school 
         method  placed  much  value  on  the  translation                     can be included into such tests i.e such teaching.  
         process in language learning. In a classic example of                 Teaching  literature  in  the  target  language can  be 
         ò–Š”‘™‹‰ –Š‡ „ƒ„› ‘—– ™‹–Š –Š‡ „ƒ–Š ™ƒ–‡”áó                  much more exciting than it seems at first glance. 
         literature disappeared from curriculum as teachers                     
         focused on conversing instead.                                        REFERENCES: 
                  The 1960s and the 1970s saw the advent of                    1)  N.  B.  This  list  is  not  restricted  to  items 
         the ò…‘—‹…ƒ–‹˜‡ ƒ’’”‘ƒ…Šò™Š‹…Š seems to be                            discussed in the article, but also includes other 
         the  favored  method in most language classrooms                          (mostly  recent)  publications  which  we  judge 
         today.  With  this  change, ™‡ï”‡ „‡‰‹‹‰ –‘ •‡‡                    likely to be of interest. 2000 
         literature reappear in our language classrooms.                       2)  Adeyanju, T. K. (1978). Teaching literature and 
                  Šƒ–ï• „‡…ƒ—•‡ ƒ› ‡†—…ƒ–‘”• ”‡…‘‰‹œ‡                     human             values           in         ESL. ELT 
         Ž‹–‡”ƒ–—”‡ï• ’‘–‡–‹ƒŽ ˆ‘” •’ƒ”‹‰ ‡ƒ‹‰ˆ—Ž                       Journal,Adkins, A. & Shackleton, M. (eds.) 
         communication. Discussions, role plays and group                          Recollections. London: Edward Arnold 1980  
         projects  can  all  spring  from  the  act  of  reading  a            3)  Akyel, A. & Yalcin, E. (1990). Literature  in  the 
         book  together.  It  also  nurtures  student  opinions                    EFL  classroom:  a  study  of  goal-achievement 
         about  events  and  behavior  and  gives  them  a                         incongruence. ELT Journal,  2013 
         soapbox to express those opinions.                                    4)  Akyel, A. (1995). Stylistic  analysis  of  poetry:  a 
         In  any  language, great  literature  leads  to  great                    perspective  from  an  initial  training  course  in 
         conversation.                                                             TEFL. TESL Canada Journal,2000  
         And great conversation is, in a way, the whole point                  5)  Alderson, J.      C. & Short, M. (1988).       Reading 
         of language instruction.                                                  literature.  In Short, M. (ed.), Reading,  analysing 
         But how can you actually get there?                                       and teaching literature, 1977. 
         How to use literature meaningfully in the language 
         classroom                                                                                                          241 | P a g e