Contents Introduction I. Cognitive principle of foregrounding in the literary texts

Contents
Introduction…………………………………………………………….…………2
I. Cognitive principle of foregrounding in the literary texts…………………….4
1.1. Definitions, concepts and general understanding of foregrounding…….4
1.2. Examples of foregrounding in literary studies………………….………6
1.3. Foregrounding and literary response…………………………………..13
1.4. Foregrounding theory………………………………………………….15
Conclusion…………………………………………………………..……………25
Glossary…………………………………………………………………..………27
References…………………………………………………………………..……29

Introduction
In Uzbekistan, the demand to learn a foreign language is increasing day by day and the study of foreign languages is of great importance in strengthening international relations and diplomatic relations. The role of literature in the process of language learning is unique. Through literary texts it is possible to study not only the language, but also the culture of other countries. As Shavkat Mirziyoyev said: Today we are laying the foundation for a new era of development in Uzbekistan. In this process, our closest assistants are teachers and mentors, scientific and creative intelligentsia. In his works named New Uzbekistan with a great future he reclaimed: If we fail to change the learning methodology in schools, neither will the quality of education transform.
The actuality of the course paper. To understand readers' responses to a literary text, it is not sufficient to apply approaches and methods devised for nonliterary prose. Literary texts exhibit significant deviations from nonliterary prose, both at the local level of phonemics and grammar and at the global level of organization and structure. To examine these stylistic deviations and account for their psychological effects, we regard defamiliarization as a phenomenon that is central to literary experience: It is the hallmark of literariness. Briefly, by defamiliarization we mean a process during which a reader uses prototypic concepts in a context where his or her referents are rendered unfamiliar by various stylistic devices; the reader is required to reinterpret such referents in nonprototypic ways, or even to relocate them in a new perspective that must be created during reading.