American Journal Of Philological Sciences
118
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue04 2025
PAGE NO.
118-121
10.37547/ajps/Volume05Issue04-29
Ways to Develop Linguistic, Cultural and Interactive
Competences in Foreign Language Teaching
Amanova Munavvar Akmal kizi
Teacher at Uzbekistan State World Languages University, Uzbekistan
Received:
18 February 2025;
Accepted:
17 March 2025;
Published:
17 April 2025
Abstract:
In this article analyzes modern methodological approaches to the formation of linguistic, cultural and
interactive competencies in students during the process of teaching a foreign language in higher education
institutions. The author scientifically substantiates the need for the integrated development of these
competencies in the professional activities of a foreign language teacher. The article also considers ways to
achieve efficiency by combining the language learning process with communicativeness, intercultural
communication and language structure. The impact of creating an interactive learning environment, the use of
ICT, project-based learning, role-playing games and tasks in a cultural context is highlighted, and theoretical
approaches are enriched with practical experience.
Keywords:
Foreign language, linguistic competence, cultural competence, interactive competence,
communicative approach, intercultural communication, higher education.
Introduction:
Against the backdrop of globalization
processes and the rapid development of information
and communication technologies, teaching foreign
languages in the higher education system requires new
methodological approaches, principles of education
focused on the individual learner, and the formation of
functional competencies. In particular, the harmonious
development of linguistic (based on linguistics), cultural
(sociocultural and intercultural communication), and
interactive (based on mutual communication)
competencies is considered one of the most important
directions of modern language education. The process
of language learning should be aimed not only at
acquiring grammatical and lexical knowledge, but also
at developing skills and competencies that serve to
ensure communicativeness in a sociocultural context.
From this point of view, linguistic competence means
the acquisition of theoretical and practical knowledge
of the language system (phonetics, morphology,
syntax, semantics). Cultural competence is the ability to
understand the social values, cultural codes and social
conventions of the nation being studied and to
correctly apply them in communicative situations.
Interactive competence includes the skills of active
participation in dialogue, expressing a point of view,
exchanging ideas and maintaining socio-emotional
balance.
Modern foreign language teaching methodology is
directly related to pedagogical concepts such as the
communicative
approach,
task-based
learning,
intercultural communication theory, integrative
competence model, as well as CLIL (Content and
Language Integrated Learning). This, in turn, requires
foreign language teachers to take a comprehensive
approach to using interactive technologies, creating a
multicultural environment, ensuring language and
culture integration, and preparing learners for global
communication.
This
article,
analyzing
such
approaches, aims to highlight effective methods,
didactic tools and pedagogical conditions that serve the
harmonious development of linguistic, cultural and
interactive competencies in foreign language teaching.
Also, the role of the interrelation and integration of
these competencies in increasing educational
efficiency is analyzed theoretically and practically.
The formation of linguistic, cultural and interactive
competencies for effective teaching of a foreign
language in the higher education system is an
interrelated and complex didactic process, which
American Journal Of Philological Sciences
119
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
requires an integrative approach based on modern
educational technologies. Each competency is a
complex cognitive-creative structure with its own tasks
in
the
educational
process,
methodological
mechanisms and outcome criteria.
Linguistic competence implies a deep and systematic
mastery of the components of the language system
(phonetics, lexicon, grammar, syntax, semantics). In
developing this competency, the structural-linguistic
approach, grammar-translation method, comparative
analysis, tasks based on corpus linguistics, analytical
reading
(intensive
reading),
and
linguistic
transformation methods are widely used.
In the formation of linguistic competence, the
communicative grammar approach plays a particularly
important role. This approach helps the student to
master the rules of the language in a direct
communication context. Also, the practical use of
lexical and grammatical units is enhanced with the help
of tasks within the framework of task-based language
teaching (TBLT).
Cultural competence refers to the student's ability to
understand the customs, values, cultural norms,
communicative conventions and cultural connotations
of foreign language-speaking societies and, on this
basis, to behave correctly in communication. This
competence is developed on the basis of a socio-
culturological approach.
Authentic materials (films, interviews, blogs, literary
texts), methods of intercultural comparison, role-
playing games, intercultural trainings, virtual exchange
projects (virtual exchange) are widely used in the
development of cultural competence. These methods
form students' cognitive empathy, socio-cultural
sensitivity, and reflective thinking in a discursive
context. In addition, the use of the CLIL (Content and
Language Integrated Learning) model, that is,
integrating language in an intercultural context through
teaching a subject in a foreign language, contributes to
the natural formation of cultural competence.
Interactive competence is the student's ability to
communicate in real time, enter into a social role,
respond effectively in various communicative
situations, and maintain socio-emotional balance.
Interactive approaches such as conversation-based
learning,
collaborative
learning,
problem-based
learning (PBL), simulation and dramatization methods,
debate, forums, and online chat sessions play an
important role in the formation of such competence.
In an educational environment created on the basis of
ICT (information and communication technologies) (for
example, Duolingo, Kahoot, Padlet, Zoom Breakout
Rooms), students' communicative activity expands,
their socio-psychological activity and motivation for
language learning increase. This has a positive effect on
the formation of interactive competence. Also,
students' assessment of their communicative activity
and understanding of their position in problematic
situations based on a reflective approach is a
component of interactive competence.
In the process of language teaching, the competencies
analyzed above are developed not in isolation from
each other, but through contextual integration. For
example, if linguistic units are mastered using
interactive tasks in a cultural context, then all three
competencies are activated simultaneously. Through
such an approach, the educational process is brought
closer to real-life situations, and language acquisition is
devoid of artificiality.
Literature review
Scientific research on the methodology of teaching a
foreign language shows the need to form linguistic,
cultural and interactive competencies in an integral
relationship in the process of language learning. The
transition from the traditional grammatical-translation
method of language teaching to communicative and
culturally oriented methodological approaches has
become one of the main directions of foreign and
domestic pedagogical science in recent years.
J.C. Richards's work "Approaches and Methods in
Language Teaching"[1; 368] discusses the types of
approaches aimed at developing communicative
competence and their impact on the learning process.
In their opinion, language learning is not just the
acquisition of knowledge, but a social process that is
formed in an interactive environment through active
participation in communication.
The
concept
of
"intercultural
communicative
competence"[2; 124] put forward by M. Byram implies
the ability to be active in intercultural communication,
to communicate correctly with non-native speakers,
taking into account cultural differences. Byram
considers authentic materials, real communicative
situations, and reflective thinking processes to be
important in the development of cultural competence.
Among domestic researchers, Sh. R. Kadirova, in her
treatise "Modern pedagogical technologies in foreign
language teaching"[3; 112], justifies the effectiveness
of
interactive
methods,
information
and
communication tools, and communicative approaches
in foreign language lessons. In his research, he
highlights the positive aspects of using new forms of
education - webinars, online training, virtual
discussions, and project-based learning - in teaching a
foreign language.
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American Journal Of Philological Sciences (ISSN
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2771-2273)
Also, in the research conducted by I.M. Sirojiddinova[4;
45-50], the role of multimodal methods - audiovisual
materials, interactive platforms and integrated tasks -
in the formation of linguistic competence is
emphasized. The analysis of the literature shows that
the effectiveness of foreign language teaching is not
limited only to linguistic knowledge, but also directly
depends on the development of cultural sensitivity and
interactivity. The complex development of these
competencies requires the use of integrative
methodological approaches in the learning process.
DISCUSSION
Modern approaches in the field of language teaching
methodology show that the development of linguistic,
cultural and interactive competencies is a multi-layered
and multifunctional process that requires strong
integration. Each competency has a certain functional
load in the student's communicative activity in a
foreign language, and their development in harmony
with each other leads to full-fledged language
acquisition.
Firstly, linguistic competence implies the acquisition of
systematic knowledge about the structure of the
language (at the phonetic, morphological, lexical,
syntactic and semantic levels). However, this
competence should be formed not in the form of
isolated knowledge, but with a focus on application in
real communicative contexts. From this point of view,
tasks developed on the basis of the cognitive-analytical
approach, the competency approach and functional
grammar give high results. In this case, language units
are put into practice in communicative situations,
which serves to form not only reproductive, but also
productive language activity.
Secondly, cultural competence is the ability to
understand
the
sociocultural
norms,
values,
stereotypes,
intercultural
differences
and
communicative conventions inherent in the society in
which the language is studied, and on this basis to
correctly
participate
in
communication.
This
competence embodies such sub-competences as
cultural relativism, social interpretation, pragmatic
sensitivity. In practice, intercultural competence-based
education (Byram model), CLIL approach, as well as
virtual exchanges and transcultural projects play an
important role in developing competencies in this area.
Thirdly, interactive competence is the ability to
demonstrate cognitive activity, emotional balance,
social
role-taking
and
cultural sensitivity
in
communication. This competence is closely related to
aspects such as turn-taking, discursive strategies,
pragmatic adaptation, on the one hand, and reflective
thinking and affective stability, on the other. Interactive
methods are widely used in the educational process to
develop this competence - role-playing, problem-
solving, group discussions, peer-feedback techniques
and online collaborative environments.
It should be noted that although each of these three
competencies implies a separate set of skills, they are
manifested in real communication in the form of
intercompetence symbiosis. For example, a language
learner needs to have linguistic competence in order to
correctly use lexical units in the process of speaking a
foreign language, cultural competence in order to
understand cultural connotations, and interactive
competence in order to appropriately express his or her
thoughts with the interlocutor.
Also, modern approaches such as pedagogical design,
reflective activity of the teacher, formation of
individual learning trajectories, complex use of digital
resources, integration of multimodal educational tools
play a decisive role in the formation of these
competencies. However, it is necessary to take into
account the fact that in practice there are many
problems, including the lack of intercultural sensitivity
among
students,
psychological
barriers
to
communication, incorrect selection of interactive
methods or incorrect methodological justification. This
situation shows that in the process of teaching a foreign
language, it is not enough to develop each competency
separately, but a systematic approach based on their
contextual integration is necessary. Only then can
foreign language education meet the requirements of
modern global communication.
CONCLUSION
As the modern world becomes increasingly globalized,
learning a foreign language is becoming more
important than simply acquiring lexical or grammatical
knowledge. Language is a means of communication,
through which not only thoughts are exchanged, but
also cultures, values, concepts and worldviews.
Therefore, mastering a foreign language means
developing the ability to perceive, understand, respect
another culture and express one's thoughts freely and
effectively.
In teaching a foreign language, three main
competencies - linguistic, cultural and interactive
competencies - should be formed as a whole. Linguistic
competence helps a person to understand the
structural foundations of the language and use it
grammatically correctly, while cultural competence
teaches to feel, understand and respect the moral and
sociocultural norms inherent in that language.
Interactive competence, in turn, encourages a person
to be active, flexible and understandable in real
communication. These
competencies
act
like
American Journal Of Philological Sciences
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
complementary links - the weakness of one reduces the
effectiveness of the others. Therefore, a foreign
language teacher should organize his lessons not only
on the basis of books and grammatical rules, but also
on the basis of methods aimed at active participation in
a real dialogue, cultural comparison, and interactive
environment. This is a requirement of today's language
education. After all, in the 21st century, not only
educated people are needed, but also communicatively
mature, ready for intercultural communication, and
socially flexible individuals. This poses even more
responsible and inspiring tasks for us, foreign language
teachers.
Language teaching is not just a science, it is a step
towards mutual understanding, cultural proximity,
cooperation and peace. Therefore, along with linguistic
knowledge, teaching cultural sensitivity and active
participation in dialogue is our pedagogical duty and an
important vital necessity for the future generation.
REFERENCES
Richards, J. S. Approaches and Methods of Teaching
Languages / J. S. Richards, T. S. Rogers; trans. from
English.
—
Moscow: IKAR, 2001.
—
368 p.
Byram, M. Teaching and Assessing Intercultural
Communicative Competence / Michael Byram.
—
Clevedon: Multilingual Matters, 1997.
—
124 p.
Kadirova, Sh. R. Modern pedagogical technologies in
teaching a foreign language / Sh. R. Kadirova.
—
T.:
Science and Technology, 2020.
—
112 p.
Sirojiddinova, I. M. Multimodal approaches to the
formation of linguistic competence / I. M. Sirojiddinova
// Current issues of philology and language learning.
—
2021.
—
No. 3.
—
P. 45
–
50.
Amanov, M. A. (2024). O'zbek olam manzarasi. Yangi
Oʻzbekiston pedagoglari axborotnomasi (Т. 2, Выпуск
9, сс. 40–
43).
