THE ROLE OF PROVERBS AS TIME-FILLER ACTIVITIES IN LANGUAGE TEACHING: A COMPREHENSIVE ANALYSIS

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  • Shukhratjon Boykhanov Senior Teacher, PhD, Foreign Languages Department, Impulse Medical Institute in Namangan, Uzbekistan

DOI:

https://doi.org/10.46827/ejel.v10i1.6040

Klíčová slova:

cultural awareness, language teaching, paremiological competence, proverbs, time-fillers

Abstrakt

This article investigates the pedagogical relevance and effectiveness of using proverbs as time-filler activities in English as a Foreign Language (EFL) and English as a Second Language (ESL) instruction. Drawing on scholarly perspectives and a real-life classroom case study, the study critically examines the benefits, challenges, and strategies for integrating proverbs meaningfully into language lessons. While some scholars, such as Litovkina, criticize the superficial use of proverbs without context or instructional purpose, others highlight their value in enhancing vocabulary, grammar, cultural awareness, and critical thinking. The study emphasizes that proverbs, when used interactively and with appropriate scaffolding, can serve as versatile tools for reinforcing language skills and promoting cultural engagement. A qualitative methodology, including literature review, case study, and comparative analysis, is used to support the findings. The article also discusses the importance of teachers’ paremiological competence. Through the classroom example involving the proverb “Where there is a will, there is a way,” the study illustrates how proverbs can foster engagement and cultural reflection when used adaptively. Ultimately, the article argues that proverbs can be effective time-fillers if they are employed with clear pedagogical intent and cultural sensitivity.

 

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Biografie autora

  • Shukhratjon Boykhanov, Senior Teacher, PhD, Foreign Languages Department, Impulse Medical Institute in Namangan, Uzbekistan

    Shukhratjon M. Boykhanov (PhD) is a Senior Teacher at the Foreign Languages Department, Impulse Medical Institute in Namangan, Uzbekistan. His research interests include teaching proverbs and sayings and developing students’ paremiological competence.

    ORCID: orcid.org/0000-0002-6621-7355

Reference

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Boykhanov SM, 2020. Teaching proverbs as a warm-up, energizer and time-filler activity. Electronic Journal of Actual Problems of Modern Science, Education and Training, 2020(1): Article 12.

Gözpınar H, 2014. English teachers’ interest in proverbs in language teaching. The Journal of International Social Research, 7(31): 630–638. Available at: http://www.sosyalarastirmalar.com/cilt7/sayi31pdf/GOZPINAR_halis.pdf

Litovkina AT, 1998. An analysis of popular American proverbs and their use in language teaching. In: Heissig W, Schott R, eds. Die heutige Bedeutung oraler Traditionen / The Present-Day Importance of Oral Traditions. Abhandlungen der Nordrhein-Westfälischen Akademie der Wissenschaften, vol. 102. VS Verlag für Sozialwissenschaften: 103–120. doi: 10.1007/978-3-322-83676-2_10

Litovkina AT, 2019. The creative use of proverbs in story-writing in teaching English as a foreign language. 11th International Conference of J. Selye University, Section on Language – Culture – Intercultural Relationships: 133–148. doi: 10.36007/3310.2019.133-148

Meriacre A, 2018. Insights into a culture’s worldview through proverbs and sayings. Intertext, 3-4(47–48): 231–240.

MyEnglishPages.com, 2022. 10 Time-Filler Activities for English Language Learners. Available at: https://www.myenglishpages.com/time-filler-activities-for-english-learners/

Nuessel F, 1989. Innovative classroom techniques: The role of teacher and learner. In: Current Issues in Second Language Research and Methodology: Applications to Italian as a Second Language. Proceedings of a conference, October 11–15: 148–179.

Stažení

Publikováno

2025-05-25

Číslo

Vol 10 No 1 (2025)

Sekce

Articles

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