Rustamova shaxnoza ilxomovna shaping creative and critical thinking skills through the english literature

CHAPTER II. Methods of teaching creative and critical thinking through English literature
2.1. Literature and critical thinking compatibility
When students read literature in English classes, they have to constantly make smart decisions. For example, students should judge the character's motivation, the author's intentions, and the tone of the story, any values expressed through or through the nature of the imaginary conflict story or poem. When students read a story, they often have to make decisions about which direction the plot takes, what the meaning of a character is, or what the meaning of a character or event is to the story as a whole. This and many other important decisions affect the main issues of the literature lesson: student understanding and interpretation.
Literature teaching can be an effective tool for critical thinking. It takes intelligence to understand reasoned literature and reasoned judgments and thought decisions. To make such judgments, students must be familiar with how literature works. The more students learn about different types of writing, the better they understand the techniques and forms, interpretation and evaluation of the quality of writing.
By teaching children to analyze and evaluate literary texts according to their age and interests, we can help them develop critical thinking skills. This includes seeing the relationships between events, drawing conclusions, analyzing events, summarizing the evidence, and evaluating both the content of the text and the language used to express the ideas it contains.
The literature lesson gives the teacher the opportunity to engage students in a discussion of the ideas expressed in literary texts. This exercise benefits students in two ways: first, it gives them the opportunity to express their own ideas about life and relationships, values and beliefs, interests and dislikes; secondly, it forces the use of a more complex set of structures and a more "advanced" vocabulary. As a language teacher in a literature class, you can use this situation by engaging students in group and pair sessions to read sections of texts and then give their opinion about the characters in the text, for example, or about the style of writing - whether it be interesting, humorous, tragic and so on. This will allow students to practice expressing opinions, drawing conclusions, explaining cause and effect relationships, comparing facts, and applying ideas from the literature to new situations. In addition, they will learn how to analyze texts based on logical reasoning, as well as synthesize and evaluate information in texts.
For example, a student familiar with irony may understand and interpret a story that may use subtle irony better than a reader who does not understand irony well. For example, learning how an unexpected ending develops in a short story helps students understand how the ending works. Students who show an interest in mystical stories sometimes learn to predict outcomes with an object. At the end of writing it will be like this. Needless to say, most English teachers couldn't avoid this incident, which ends with the narrator coming out of a dream? Indeed, research shows that learning about the structural qualities of stories improves reading comprehension and storytelling skills [25; 94]
So teaching literature means teaching the knowledge of the body. Students can learn how literature works. If students understand literature, they have a basis for making decisions about what they read; they can, for example, recognize where the story is and decide how it develops and how well it plays.
Sufficient basic knowledge also contributes to the improvement of critical thinking skills and abilities. As students begin to develop critical thinking vocabulary, comprehension sharpens. For example, a student who is able to correctly identify a statement as an overgeneralization shows understanding, the ability to recognize and define concepts and mental behavior. This is why some critical thinking teachers measure students' thinking behavior during class and discussion. Labeling can also help students become more aware of their own cognitive processes: "I think I generalized too much." Thus, students are encouraged to think that Call Costa and Marzano the process of metacognition of their thinking. It is appropriate to say that process labels are useful as they increase awareness and understanding.
As teachers of English, our main challenge is to find ways to do this by helping students become more critical thinkers through teaching literature. Critical thinking skills and aptitudes are an essential part of teaching English. One for students making reasonable judgments and decisions about the English lessons they are learning, they need to clarify, acknowledge evidence, put aside assumptions, organize thoughts and draw conclusions for expression. They make themselves effective through the spoken and written word and must use the same skills. Thus, critical thinking and English language proficiency can be considered closely related. Students must learn to understand and evaluate the opinions of others, as well as to develop and express their own ideas.
Since the study of literature requires students to understand and interpret what they are reading, it can be a tool for revealing students' thought processes. When students make a sound, they can be asked to explain what motivates the character to act in a certain way. When students do this, if their reasoning is clear, they can be subjected to careful scrutiny and analysis. Considering a character's motivation raises questions about cause and effect. Is motivation the character's real motivation determined by the behavior of the readers? Is this the most important reason for this effect or just the most obvious reason? Are there any other factors that could influence the behavior of the character?
Hugo shows how critical thinking and literature study can go together. When the students discuss Jean Val Jean's motivation for stealing a piece of bread, they think that this is a clear cause for concern for his starving family. Why does he need a family? such a sad situation? Are there other alternatives to Val Jean? What does it tell the reader about social conditions and relationships? What contributed to Val Jean's crime? Such questions also discuss social and moral issues.
Students participating in such a discussion can learn this by observing and evaluating their own way of thinking when faced with the fact that their views differ from their own. By expressing student responses, the teacher can clarify the situation and help students become better listeners, better explore their own thinking and the thinking of others. By identifying and explaining student mindsets, students can be more aware of important concepts and thought patterns by summarizing or naming causes and effects. He asks: Repeating or paraphrasing explanations to students will help them revisit statements, clarify assumptions, and correct themselves.
This reasoning exam focuses on critical thinking skills but helps students explore character development. For example, in the case of Val Jean, students can figure out how a characteristic affects the story as a whole. When students are asked to support reasoning about characters, about how students can learn how characters develop.
In other words, students should look at the evidence in the document for the story that the author develops to create the character's vision. At an even higher level, students can begin to think critically about assumptions about how well the author has designed the character. Would this character do the same in this situation? By learning to be a good thinker, students learn that writers must make their characters believable. Finally, ask students to explain their reasoning to develop good critical thinking.
Students learn by experience what they must be able to do in order to sufficiently support their interpretations. Students begin to develop a critical attitude: it is not enough to say that a point of view has a point of view, because it must be supported by judgments made about the reasons and evidence for the story. Literature-based class discussions can also improve students' writing skills. In addition, students of all ages were found to acquire rhetorical knowledge when reading; learning experience helps with writing efficiency and vice versa. These conclusions make good sense. If students can recognize satire in other people's writing, creating their own satire will definitely be a good opportunity. What students can imitate, they learn from reading and can apply what they learn from writing to their research. There can be no study of literature, the only way to teach students how to write is through literary studies, which benefits writing skills.