The teaching of Shakespearean tragedies, particularly Hamlet, in secondary schools provides a valuable opportunity for students to engage with complex texts that have stood the test of time. This article explores the methods and approaches used in the interpretation of Shakespeare’s Hamlet in secondary school curricula. It emphasizes the pedagogical strategies for interpreting the language, themes, and historical context of the play, examining how these elements enhance students' literary comprehension and critical thinking. The article aims to demonstrate the importance of dramatizing Shakespeare's works for young learners and how such interpretation fosters deeper cultural and philosophical understandings.
| Mualliflar | Akindikov, Nurmakhambet, Акиндиков, Нурмахамбет, Akindikov, Nurmaxambet |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-03-25 |
| Jild | 3 |
| Son | 3/S |
| Betlar | 1-4 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss3/s-pp1-4 |
DOI: 10.47689/2181-3701-vol3-iss3/s-pp1-4 · Maqolaning asl sahifasi
текст, драматические произведения, трагедия «Гамлет» У. Шекспира, трудности преподавания «Гамлета» в средних школах, text, dramatic works, tragedy “Hamlet” by W. Shakespeare, challenges in teaching Hamlet in secondary schools, matn, dramatik asarlar, U. Shekspirning “Gamlet” fojiasi, o‘rta maktablarda “Gamlet”ni o‘qitishdagi qiyinchiliklar
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