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

Shukhratjon Boykhanov

Abstract


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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Keywords


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

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i1.6040

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