Theoretical Analysis and Components of the Concept of Literary Literacy
Abstract
This article explores the role and significance of neuro-pedagogical technologies in literary education, with a particular focus on their impact on developing competencies in deep literary comprehension. The author analyzes the cognitive and affective mechanisms of neuro-pedagogy and their influence on aesthetic perception, reflective reading, and the process of creating personal meaning. The article discusses methods that are in line with brain activity in the understanding of literary texts, methods that rejuvenate emotional perception and tools that initiate visual and sensorimotor activity in order to enhance a learner activity. It also provides new directions in the installation of literary competence through neuro-thinking, neuro-imaginary, and neuro-interpretation approaches.
Downloads
References
L. Rosenblatt, The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Carbondale, IL, USA: Southern Illinois University Press, 1978, p. 25.
B. Tuxliev, Methodology of Teaching Literature. Tashkent, Uzbekistan: Muallim, 2008, p. 38.
M. Tillabaeva, The Goals and Objectives of Literary Education. Tashkent, Uzbekistan: Fan, 2020, p. 45.
S. Wolf, Proust and the Squid: The Story and Science of the Reading Brain. New York, NY, USA: HarperCollins, 2007.
M. Snowling and C. Hulme, The Science of Reading: A Handbook. Oxford, UK: Blackwell Publishing, 2005.
OECD, PISA 2018 Results: What Students Know and Can Do, vol. I. Paris, France: OECD Publishing, 2019.
L. S. Vygotsky, Thought and Language. Cambridge, MA, USA: MIT Press, 1986.
J. Bruner, Acts of Meaning. Cambridge, MA, USA: Harvard University Press, 1990.
H. Gardner, Frames of Mind: The Theory of Multiple Intelligences. New York, NY, USA: Basic Books, 2011.
D. I. Slobin, Psycholinguistics. Glenview, IL, USA: Scott, Foresman and Company, 1979, p. 88..
P. Freire, Pedagogy of the Oppressed. New York, NY, USA: Continuum, 2015.
K. Kintsch, Comprehension: A Paradigm for Cognition. Cambridge, UK: Cambridge University Press, 1998.
D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ, USA: Prentice Hall, 1984.
M. F. Schraw and D. Moshman, “Metacognitive theories,” Educational Psychology Review, vol. 7, no. 4, pp. 351–371, 1995.
J. Dewey, Experience and Education. New York, NY, USA: Macmillan, 1998, p. 25.
Copyright (c) 2025 Central Asian Journal of Theoretical and Applied Science
This work is licensed under a Creative Commons Attribution 4.0 International License.
