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References
1. Byram M., 1989. Cultural studies in foreign language education. Philadelphia: Multilingual Matters.
2. Kolb D.A., 1984. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
3. Kramsch C., 1993. Context and culture in language teaching. New York: Oxford University Press.
4. Moran P.R., 2001. Teaching culture: Perspectives in practice. Australia: Heinle & Heinle.
5. Seelye H.N., 1993. Teaching culture: Strategies for inter- cultural communication (3rd ed.) Lincolnwood, IL: National Textbook Company.
SIGNIFICANCE OF LITERATURE TEACHING METHODOLOGY IN THE EDUCATIONAL PROCESS Fayzieva N.Sh.
Fayzieva Nodira Shukhratillaevna - English Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGE FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article provides information about importance of teaching literature in the academic process. It describes general comprehension of literature teaching methodology and focuses attention on how the instructor should build the learning process in order to achieve good results. The method of teaching literature should provide self-education of students in the process of mastering a specialty. Keywords: training, process, communication, teaching, interaction, learner, development, methodology, literature, scientific, discipline, psychology.
The method of teaching literature is designed to help develop the creative principles of the personality of the language teacher, to shape the future teachers' understanding of the literary development of learners, about the historical change in methods and methods of teaching literature, about the most characteristic kinds of professional activity of the teacher. Particularly important thing here is the formation of a new type of relationship between the teacher and the student, the preparation of the student for independent creative search. It is important for the future teacher not only to understand the specifics of teaching literature in a modern school, but also to acquire a certain perspective, an idea of the possible ways of his own creative work in schools of a particular profile, the principles of authoring programs and teaching aids. The nearest prospects for the development of methods of teaching literature: the humanization of the teaching and educational process, the differentiation of teaching, the integration of subjects and specific techniques, the approximation of the level of teaching to the level of development of modern science and culture, the creation of new technologies of lessons, variation programs, the intensification of methods of teaching literature [3].
Improving the teaching of literature in the school involves strengthening the moral, aesthetic and emotional impact of the literary work on the schoolchild reader, determining the system links of the school course of literature at various stages of literary education, fostering self-awareness and self-reliance, developing reader perception and interest in reading and studying literature, developing imagination and feelings of beauty, the formation of a creative approach to literature. In preparation for pedagogical creativity, it is important for the teacher of the literature to take into account various intersubject connections in the teaching of literature. It is primarily about the subjects of general humanitarian, psychological-pedagogical, literary and linguistic cycles.
The methodology of teaching literature is a discipline that seeks to explore ways of transferring scientific thought from teacher to student, and it concentrates on a rather wide range of issues related to redirecting knowledge. Teachers need to enter students in the world of a work of art, develop a receptivity of the word, reading skills, teach to observe and correlate life events with own for the student vision and understanding of the essence of what is happening, finally, prepare the student for the perception of that holistic knowledge about life and the world, which contains literature as an art form [4]. That is why it is so important to understand that teaching literature is associated with the prospect of personal development, where at the time of its formation there are two unknowns: 1) the future, and what it will require from the person, what kind of knowledge and skills, and 2) the very personality of the learner, since the teacher cannot accurately know what can come out of this or that disciple, how he will manifest himself in the circumstances of life.
The teacher should consider the course organization: what the unit focus is and what the unit maintenance is, according to the aims and objectives [1]. The main objective of the methodology of teaching literature as a science is to discover the laws governing the development of the social process, which is not reduced only to patterns of literary or didactic and psychological. But with each of the listed sciences the methodology comes in contact directly, relies on their data, but at the same time it solves its own specific problems. This is because learning is not something eternal and immovable. The methodology is related to aesthetics and organically interacts with it, after all, what is really beautiful is what is moral and carries the idea of good. In the process of studying literature, philosophical, ethical, historical and linguistic issues are inevitably touched upon, which ensures the communication and interaction of these sciences in the teaching process. The fundamental aim of a literature course should be to teach learners how to discover literary significance for themselves in the very act of reading [2]. An academic course supplies an essential potential to take a step back from the demands of everyday practice, reflect calmly on what you do, and rethink your own principles and practice in experience of other people's theories and research. In conclusion, it is important to mention that in the process of teaching literature, the teacher should gradually reveal to learners specific training goals, and teach not only to master knowledge, but also the ability to acquire it independently. The learning process should be implemented through the application of a system of teaching methods in order to achieve effective results.
References
1. Graves K. Designing Language Courses: A Guide for Teachers. Heinle & Heinle Publishers, 2000.
2. Ur P. A course in language teaching / Practice and theory. Cambridge teacher training and development. Series Editors: Marion Williams and Tony Wright, 1991.
3. Bogdanova O.Yu., Leonov S.A., Chertov V.F. Teoriya i metodika obucheniya literatury. 3-ye izd., ster. M.: Izdatel'skiy tsentr "Akademiya", 2004. 400 s.
4. Zolototrubova N.N. Metodika prepodavaniya literatury / Uchebnoye posobiye dlya vuzov. Voronezh, 2007.
PRODUCTIVE TYPES OF METAPHOR IN LINGUISTICS Egamberdiev F.B.
Egamberdiev Farhod Botirovich — Teacher, DEPARTMENT OF LANGUAGES, TASHKENT STATE AGRARIAN UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: metaphor is a tool of conceptual economy, but that does not exhaust its role. We have argued that the fruits of such discoveries can be restated in non-metaphorical terms. Metaphor is also an important means by which language develops, but again we can provide literal paraphrases of what metaphors convey, at least insofar as we are concerned with their cognitive content. Keywords: metaphor, meaning, for non-verbal manifestation, cognitivist approach, types of metaphor.
Metaphor may be an ornament to language but it is not merely an ornament and it need not subvert communication and obfuscate meaning. There is little to be said for restricting our resources to only the drab modes of purely literal description. Lakoff and Johnson's description is an attractive one, since it suggests that what people do with metaphor is no less important than what it is. Moreover it allows for non-verbal manifestations of this trope. A crucial element in the cognitivist approach to metaphor fathered by Lakoff and Johnson is that metaphor is primarily a matter of thinking, and only derivatively a matter of language. But while much fine work has been done by Lakoff and Johnson and their followers, the vast majority of studies still only discuss verbal manifestations of metaphor [2, 24].
A metaphor, according to I.A. Richards in The Philosophy of Rhetoric, consists of two parts: the tenor which is the subject to which attributes is derived [3]: The entire world's a stage; they have their exits and their entrances;
• An extended metaphor is one that sets up a principal subject with several subsidiary subjects or comparisons. The above quote from as you like it is a good example. The world is described as a stage and then men and women are subsidiary subjects that are further described in the same context.
• A mixed metaphor is one that leaps, in the course of a figure, to a second identification inconsistent with the first one. Example: "Clinton stepped up to the plate and grabbed the bull by the horn". Here, the baseball and the activities of a cowboy are implied. Other examples include: "That wet blanket is a loose
