Proverbs are interesting, important, and complex to study. That is why so many different views have evolved to analyze them: the personal, formal, religious, literary, practical, cultural and cognitive views. These views have different goals that have been persuaded with different techniques, so they provide us with different information. Proverbs have been and remain most powerful and effective instrument for the transmission of culture, social morality, manners and ideas of a people from one generation to another. The reason behind the efficacy of them has been and remains a most powerful and effective instrument for the transmission of culture, social morality, manners and ideas of a people from one generation to another. The reason behind the efficacy of the proverb is that it is an aphorism, a wise saying based upon people's experience, and is a reflection of the social values and sensibility of the people. As proverbs are universal, there are analogous proverbs in different nations that have related cultural patterns. Proverbs are therefore useful in the students’ discussions of cultural ideas when they compare the proverbs’ equivalents in different languages.
Proverbs are basically conversational, but occur commonly in both spoken and written communication, e.g. lectures, newspapers, speeches, books, fables and poetry. Proverbs are used in a wide range of situations and there are no limits to the use of the proverb.
Also proverbs, besides being an important part of culture, are an important tool for effective communication and for the comprehension of different spoken and written discourses. The person who does not acquire competence in using proverbs will be limited in conversation, will have difficulty comprehending a wide variety of printed matter, radio, television, songs etc., and will not understand proverb parodies which presuppose a familiarity with a stock proverb.
Work with proverbs and sayings at the lessons not only helps to diversify educational process and to make its brighter and interesting. Moreover it helps to solve a number of very important educational problems: proverbs in the classroom can improve students’ learning experiences, their language skills, and their understanding of themselves and the world.
The list used literature.
1. Arora, Shirley L. (1994). "The perception of proverbiality". In Wolfgang Mieder (Ed.) Wise Words. Essays on the Proverb. New York: Garland Publishing Inc., 3-29.
2. Harnish, Robert M. (2003). "Communicating with proverbs". In Wolfgang Mieder (Ed.), Cognition, Comprehension and Communication. A Decade of North American Proverb Studies (1990-2000). Hohengehren: Schneider-Verlag.
3. Mieder (Ed.) Wise Words. Essays on the Proverb. New York: Garland Publishing Inc., 297-316.
4. Mieder, Wolfgang. (1993). Proverbs Are Never Out of Season. Popular Wisdom in the Modern Age. New York: Oxford University Press.
6. Rowland, Durbin. (1926). "The use of proverbs in beginners' classes in the modern languages". Modern Language Journal 11:89-92.
7. Nippold, Marilyn A., and Uhden, Linda D., and Schwarz, Ilsa E. (2003). "Proverb explanation through the lifespan: A development study of adolescents and adults". In Wolfgang Mieder (Ed.), Cognition, Comprehension and Communication. A Decade of North American Proverb Studies (1990-2000). Hohengehren: Schneider-Verlag., 367-383.
8. Raymond, Joseph. (1948). "Proverbs and language teaching". Modern Language Journal 32:522-523.
9. Obelkevich, James. (1994). "Proverbs and social history". In Wolfgang Mieder (Ed.) Wise Words. Essays on the Proverb. New York: Garland Publishing Inc., 211-252.
10. Logan Smith. Words and Idioms. London, (1928). Word-Groups and Phraseological Units', § 1, p. 64.
11. The Advanced Learner's Dictionary by A. Hornby, E. Gatenby, H. Wake-Field; The Universal English Dictionary by H. Wild and General Service List of English Words with Semantic Frequencies by M. West.
12. V.I. Dal "Dictionary of vivid Russian language".