USING SHORT STORIES, POEMS, NURSERY RHYMES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: CULTURAL DIFFERENCES AND TOLERANCE ISSUES
Abstract
<strong>Abstract: </strong>It is natural to learn foreign languages and get acquainted with the culture of the country where the language is studied. Especially at a time when today's information attacks are on the rise and the Internet is enriched with a variety of content, it is important to be neutral and impartial in relation to the culture of the country where we are learning the language. This article analyzes the importance and challenges of using English as a foreign language for primary and high school students in Uzbekistan and the use of literary works to increase the effectiveness of the process. The focus is on the conflict between the cultures of the two different countries, in which case, to teach students to be tolerant and neutral towards English culture. The results of the research show that the role of the teacher is not only in the development of language skills through the study of short stories, poems and nursery rhymes, but also in the acceptance of cultural identities by comparing national mentality and European culture. In conclusion, figurative realities in short stories, easy memorization of rhyming words in poems, both rhyming and imagery in nursery rhymes, as well as moving fun mood help to develop language skills and make the process easier and more interesting. At the same time, the European way of life and culture depicted in literary works may be a contradiction or an unexpected innovation in the Uzbek way of life and mentality. This can lead to a state of cultural influence in the psyche of children.