Storytelling, myths and legends

Foley, Joan

doi:10.4324/9781003093060-14

Cited by 1 publication

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“…This complements the data obtained in the course of the author's research and proves the effectiveness of the study of folklore. Foley (2021) has explored how myths and legends have been featured in various versions of the National English Curriculum since 1989. Scholars have found their impact on English language learning at a key stage when storytelling and listening were the main modes of presentation in current UK curriculum documents.…”

Section: Discussionmentioning

confidence: 99%

Linguacultural and cognitive aspects of teaching the language of Kazakh legends

Zakirova,

Maigeldiyeva,

Tuyakbayev

2023

Citizenship, Social and Economics Education

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The relevance of the study lies in the fact that, in the information society, people are beginning to forget their roots, traditions, values and cultural origins, which have been formed throughout the history of the country's formation. Restoration of the lost through the study of folklore (tales, fairy tales, epics, proverbs, sayings, etc.) can revitalise the historical and cultural legacies of the past and advance global comprehension. In this regard, this article is aimed at defining the basic principles and approaches to teaching the language of Kazakh legends and other folklore works. The leading methods for studying this problem are the methods of analysis, classification, deduction, synthesis, generalization and comparison of results, which will help to study the issue of the linguistic, cultural and cognitive impact of the learning process of the language of Kazakh legends. Folklore genre studies’ features are outlined, and their salient features are emphasised; conducted a thorough literature analysis and elucidated the fundamental ideas of teaching legends; strategies, tactics, and ways to improve students’ reading comprehension in the context of teaching folklore were found.

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Section: Discussionmentioning

confidence: 99%