The usage of literary works in the context of teaching second languages is examined in this essay. It emphasizes the value of literary proficiency and the implications for teaching literature, including the necessity of connecting literature, language, and culture, the significance of establishing the purpose of literature instruction, and the distinction between teaching literature as a process and as a product. There is also a brief examination of the author's experiences instructing English as a foreign language utilizing the literary sources. In order to resolve the debates between the poetic and hermeneutic approaches to teaching literature as a subject of study, more research is advised based on the discussions of linked literature. Additionally, teaching literature as a subject requires a proper balance between language, literature, and culture.

This article explores innovative strategies for integrating literature into the ESL classroom to support language development, critical thinking, and learner engagement. While literature has long been used as a teaching tool, modern classrooms require updated approaches that suit diverse learner needs. The article presents several new techniques, including the use of micro-literature for manageable reading tasks, the integration of digital platforms to enhance interaction, and the application of “reader as detective” activities to develop inferencing skills. It also highlights flexible literature circles, creative transformation tasks, multicultural text selection, personal connection journals, and performance-based activities as effective ways to deepen comprehension and increase motivation. Together, these tips offer practical, adaptable methods for teachers seeking to make literature more dynamic, accessible, and meaningful for today’s ESL learners.

This article is related to identifying the approaches employed by teachers in teaching Contemporary Children’s Literature Program to upper primary school. Using classroom observations and interview as research instruments, this paper evaluates the approaches of five ESL teachers teaching Year 5 students and examines the various challenges faced by them in the teaching of literature. Preliminary findings on the approaches revealed that the incorporation of literary elements in the classroom was minimal. Teachers were lacked creativity and fully utilized the modules provided by the Curriculum Development Centre.

Idioms play a crucial role in language acquisition, adding richness and cultural depth to communication. However, teaching idiomatic expressions can be challenging due to their non-literal meanings and cultural context. This study explores successful methods for teaching idioms to various types of learners, including visual, auditory, and kinesthetic learners, as well as second language (L2) learners. Through a review of existing literature and an analysis of teaching strategies, the study highlights practical approaches that cater to the diverse learning styles, providing educators with effective tools to enhance comprehension and retention of idiomatic expressions.

Ushbu maqolada adabiyot darslarida loyiha asosida o‘qitish usullaridan foydalanishning nazariy va amaliy jihatlari tahlil qilinadi. Loyiha asosida o‘qitish o‘quvchilarning mustaqil fikrlash qobiliyatini rivojlantirish, adabiy asarlarni chuqur tahlil qilish va jamoaviy ishlash ko‘nikmalarini shakllantirishga yordam beradi. Maqolada loyihaviy ta’limning asosiy prinsiplari, samaradorligini oshirish yo‘llari hamda adabiyot darslariga moslashtirish metodlari yoritiladi.

This article explores the integration of technology in language education, examining its effectiveness in language acquisition, the challenges faced by educators and learners, and offering recommendations for improvement. Technology has become a pivotal tool in modern education, reshaping traditional teaching methodologies. By examining various ICT tools, such as computer-assisted instruction (CAI), mobile applications, and multimedia resources, this article discusses how these tools influence language learning outcomes. Drawing on survey data, case studies, and scholarly literature, it emphasizes the evolving role of technology in enhancing language acquisition, its impact on student motivation and engagement, and the associated challenges that need to be addressed.

This article discusses teaching English through literature. Teaching English through literature has enormous potential to enhance a student’s language skills, critical thinking, and creativity and improves understanding of culture. However, it also comes with certain challenges. Overcoming these challenges requires a teacher who is skilled in facilitating the reading, analysis and interpretation of literary texts. With the right teaching methodology, teachers considerably improve the effectiveness of using literature to teach English to their students. It is, therefore, essential for teachers to choose the right literary material, to provide necessary explanations and make the lessons more interactive for better learning.

This article discusses teaching English through literature. Teaching English through literature has enormous potential to enhance a student’s language skills, critical thinking, and creativity and improves understanding of culture. However, it also comes with certain challenges. Overcoming these challenges requires a teacher who is skilled in facilitating the reading, analysis and interpretation of literary texts. With the right teaching methodology, teachers considerably improve the effectiveness of using literature to teach English to their students. It is, therefore, essential for teachers to choose the right literary material, to provide necessary explanations and make the lessons more interactive for better learning.

The aim of the study is to gain knowledge regarding how a number of teachers approach the teaching of symbolism in Ernest Hemingway’s writing in upper-level learners in Uzbekistan and share different methods of teaching it. The focus is on how they view the role of literature on how they incorporate it. By exploring such matters, successful approaches can be identified as well as potential difficulties, which may be of use in the development of efficient teaching practices.

This article reveals topical problems of methodological developing and teaching English for law students specialties, as well as modern and innovative methods of teaching English for law students, the principles of selection teaching methods taking into account the specific needs of the students. The purpose of the study is to identify basic methodological approaches to teaching English for students of law universities in domestic and foreign literature. In conclusion, the author notes that in order to achieve the maximum effect, teaching English for legal purposes should be multidimensional, innovative and should be included classroom, independent and extracurricular work.

Ushbu maqolada Qozoq adabiyotini o‘qitishda innovatsion va zamonaviy texnologiyalardan foydalanish imkoniyatlari tahlil qilinadi. Ta’lim jarayoniga raqamli texnologiyalar, sun’iy intellekt, virtual reallik va interfaol ta’lim platformalarini joriy etishning afzalliklari ko‘rib chiqiladi. Shuningdek, zamonaviy yondashuvlarning o‘quvchilarning adabiyotga bo‘lgan qiziqishini oshirish va ularning kreativ tafakkurini rivojlantirishdagi roli o‘rganiladi.

This article explores effective strategies for integrating English literature into the ESL classroom. Although literature provides rich linguistic and cultural input, using it with language learners requires specific methods. Based on nine practical tips, this paper highlights how teachers can support vocabulary development, improve comprehension, and enhance students’ critical thinking through the use of literary texts. The article also emphasizes the importance of contemporary texts, visual support, pre-reading preparation, and active classroom discussion.

This article examines the role of literature in teaching different styles of English speech in EFL classrooms. The study emphasizes how literary texts expose learners to formal, informal, conversational, academic, and poetic styles. By analyzing characters’ dialogues, monologues, and descriptive passages, students develop stylistic awareness, communicative competence, and intercultural understanding. The paper also discusses practical teaching strategies such as role-play, creative rewriting, and discussion-based activities to improve learners’ ability to adapt their speech to different contexts.

This abstract explores the use of teaching materials as a tool to represent educational standards in the classroom. Teaching materials play a crucial role in facilitating learning and understanding of educational concepts and standards. By using appropriate teaching materials, educators can effectively communicate and demonstrate the required knowledge and skills outlined in educational standards.

In this  article, the use of literature as an effective technique for teaching both basic language skills (reading, writing, listening and speaking) and language areas (vocabulary, grammar and pronunciation) are emphasized. Reasons for using literary texts in foreign language that is English and the main criteria for selecting suitable literary texts in foreign language classes are stressed as the only language in which all subjects travel is English.

Culture is a factor, which is an essential aspect in language teaching and learning.
Despite the complexity of defining the concept, students can be made aware of culture
through a variety of teaching materials. This paper reviews literature as a tool to teach
cultural awareness in the EFL classroom.

This study explores the communicative and sociocultural features of teaching formal communication in English, emphasizing their integration to enhance language proficiency and cultural awareness in global contexts. Drawing on communicative language teaching (CLT) and sociocultural theory, the research addresses gaps in traditional grammar-focused approaches by promoting task-based activities, intercultural competence, and inclusive practices. A mixed-methods design was employed, combining a systematic literature review with semi-structured interviews of five EFL teachers from a public school in Uzbekistan. Thematic analysis of interview data revealed that communicative features, such as task-based learning and fluency-building role-plays, foster practical skills, while sociocultural elements, including cultural norms and power dynamics, improve relational dynamics and reduce misunderstandings. Integration of these features was shown to boost learner engagement and effectiveness in formal interactions. Findings underscore the need for holistic pedagogy that blends linguistic mechanics with cultural sensitivity, contributing to EFL education by offering strategies for curriculum development and teacher training.

Vocabulary acquisition is foundational in early childhood language development, especially for children learning English as a second or foreign language. This article explores effective strategies and teaching methods for enhancing English vocabulary learning among young children aged 3–7. Drawing upon recent literature and methodological principles, it identifies storytelling, music, games, visual aids, and physical engagement as key techniques for vocabulary instruction. The study also discusses how repetition, scaffolding, and contextual learning support retention and understanding. Practical implications are provided for educators seeking to implement research-based strategies in early childhood English language teaching.

This article talks about the methodology of teaching foreign languages in Uzbekistan. The author, relying on philological data and written sources, studied the existing peculiarities on the subject, which made clarifications on the basis of existing scientific literature. The article presented four methods of learning foreign languages: the grammar and translation method, the direct method, the audiolingual method, and the communicative method. Each method has been described in terms of its characteristics and approaches to language teaching. Opinions from linguists have been included to offer a critical view on each method. The grammar and translation method emphasizes reading and writing, the direct method focuses on oral communication and natural language acquisition, the audiolingual method values repetition and memorization, while the communicative method values meaningful communication and social interaction. From the presentation of the methods and the opinions of linguists, it was possible to understand the implications of each method in the teaching of foreign languages.

In the article, there is an innovation of the English language teacher of general secondary schools ways to improve the quality of education through the use of methods are highlighted.

This time is spent on studying educational, reference and methodological literature in libraries, on visiting and analyzing lessons and extra-curricular activities, on organizing and conducting parenting meeting, participation in collective and individual forms of methodological work, attending inspection at the university, maintaining accounting and reporting documentation, for preparing and writing a report on continuous teaching practice.

This article examines the distinction between fluency and accuracy in language learning and explores strategies for designing effective discussion activities that integrate these components. Fluency emphasizes natural, spontaneous communication, while accuracy focuses on correct grammar, pronunciation, and vocabulary. By synthesizing insights from various methodologies, including task-based language teaching, immersive pronunciation techniques, and scaffolded storytelling, we propose practical discussion activities that balance fluency and accuracy. These include task-based debates, 3D immersive karaoke for pronunciation, and collaborative storytelling with teacher scaffolding. My findings suggest that blending fluency-oriented and accuracy-focused tasks enhances speaking skills holistically, equipping learners with both communicative confidence and linguistic precision. This article concludes with recommendations for educators and potential avenues for integrating advanced technologies in language teaching.

Listening comprehension is a vital aspect of second language acquisition, and its significance in successful communication is obvious. It is a constituent of the task-based approach, which emphasizes meaningful interaction through the utilization of modern tasks in the context of second language acquisition. This specific study attempts to focus on the benefits of the task-based approach in the enhancement of second language listening skills among undergraduate EFL learners through the implementation of the qualitative method of teaching a second language, characterized as the approach of observing listening tasks. From the results of the specific approach, it is obvious that the task-based approach is efficient in teaching second language listening skills, provided that the tasks are adequately designed.

This article explores the significance and benefits of teaching languages, particularly English, to young children in kindergarten. It examines the cognitive, academic, and social advantages of early language acquisition, supported by research from prominent scholars in the field of linguistics and education. The article highlights how early exposure to English enhances cognitive flexibility, supports bilingualism, and fosters greater cultural awareness. It also discusses the long-term impact of early English learning on academic success and career opportunities, positioning English as a critical skill for navigating a globalized world. Through interactive and engaging teaching methods, children not only develop language proficiency but also improve creativity and problem-solving abilities. The article underscores the importance of introducing English at a young age to ensure a strong foundation for future learning and global communication.

In this article, the methodology of teaching Russian as a foreign language in non-philology higher education was considered. A comprehensive review of scientific and methodological literature was given. In order to generalize the accumulated theoretical and practical experience and apply it to the optimization of the educational process: issues of general teaching methodology, study of the text and its typology, study of reading, study of oral scientific discourse, new computer technologies were founded.