TEACHING LISTENING USING FAIRY TALES

Authors

  • Daniyar Bainiyazov English teacher of the secondary school No 11 in Nukus region Author

Keywords:

Listening skills, fairy tales, language abilities, comprehension, vocabulary, active listening, engagement, reflection, follow-up activities, assessment, instruction.

Abstract

Teaching listening through fairy tales is important because it enhances language abilities, comprehension, vocabulary, and active listening skills. By using familiar and captivating stories, students are more likely to be engaged and actively participate in listening activities, leading to improved language development and overall communication skills.

References

Ashliman, D. L. (2004). Folk and Fairy Tales. USA: Greenwood Press.Bagg, M.B. (1991). Folk Literature in the Foreign Language Classroom. Retrived from http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED343432, accessed April 18, 2012

Hanlon, T. L (1999). General Guidelines for Teaching with Folk Tales, Fairy Tales, Fables, Ballads, and Other Short Works of Folklore Retrived from: http://www.ferrum.edu/applit/studyg/studygfolk.htm, accessed April 18, 2012

Kerven, R. (2009). English Fairy Tales and Legends. National Trust

Nollendorfs, Cora Lee. “Fairy Tales for Language Instruction: Poisoned Apple or Gold from Straw?” Die Unterrichtspraxis: Teaching German 16.2 (1983): 290–94.

Raykhona Gulomova (2017). The importance of fairy tales in teaching English as a second language. Архивариус, 1 (2 (17)), 27-29.

Published

2023-09-29

How to Cite

TEACHING LISTENING USING FAIRY TALES. (2023). Eurasian Journal of Academic Research, 3(9), 199-201. https://in-academy.uz/index.php/EJAR/article/view/4275