Volume 03 Issue 12-2023
266
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
266-271
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article aims to explore the organizing of cultural materials, to analyze differences and similarities of cultural
aspects and to find the main features of aspects of cultural materials.
KEYWORDS
Intercultural communication, the unit of culture, methodology teaching English.
INTRODUCTION
The analysis of studies in methodology shows that the
techniques of presenting sociocultural materials in
foreign textbooks are tightly connected with a
situational approach and a concentric principle of
organizing language units [7: p. 74]. That would
probably be insufficient in terms of the “dialogue of
culture” which suggests devising explicit and implicit
contexts, comparing mentalities, creating emotional
incentives. All together these methods are intended to
excite real communication among students of the
humanities.
In the context of the co-study of languages and
cultures, the technology of presenting cultural units in
a foreign language (FL) textbook for non-linguistic
humanitarian universities is of particular importance.
To call interest in further, more thorough study of a
foreign language, educational material should be
focused not so much on the already achieved level of
development personality, as much as to the “zone of
proximal development” (L.S. Vygotsky’s term).
The main results and findings
Research Article
ORGANIZING CULTURAL MATERIALS IN THE TEXTBOOKS
Submission Date:
December 10, 2023,
Accepted Date:
December 15, 2023,
Published Date:
December 20, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue12-35
M.S. Nabiyeva
Lecturer, Tashkent State Pedagogical University named after Nizami, Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
267
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
266-271
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
An analysis of the methodological literature shows that
a wealth of theoretical experience has been
accumulated that allows one to comprehend new
techniques and methods of teaching foreign
languages. However, in the practice of designing
professionally oriented textbooks, these approaches
have not been developed.
Text material
As is well known, every text is produced according to a
set of rules, and the perception of linguistic personality
as knowledge, which is broadly ascribed to the "social
memory" of a particular ethnic culture, complies with
these rules. This memory interprets data that has been
gathered over socio-historical development and is
represented in the outcomes of cognitive and practical
tasks. The activity of those who teach languages. Social
memory, which is passed down through cultural
artifacts from one generation to the next, is the
foundation of both individual and collective
knowledge. We can discuss various approaches to
presenting sociocultural knowledge in educational
texts since texts serve as the foundation for the
process of mastering a particular linguistic culture.
They accomplish a range of educational and cognitive
tasks. A peculiar classification of such methods are
proposed in the materials of the Council of Europe :
1. The typified-imitation method is typical for texts
whose topics are common to many textbooks due to
the reflection in them of typical, visual phenomena and
life events, such as: “Family”, “Housing”, “Shopping”,
“Free time” and others.
2.
The
normative-documentary
method
of
presentation is aimed at communicating objective
information about the foreign language environment.
For this purpose, both documentary materials and
primary sources containing accurate objective facts,
statistical data.
3. With the affirmative-exclamatory method of
presentation, we are talking about the disclosure of
special phenomena of reality that surprise in their
uniqueness. It is characteristic that at the end of each
such text, it is imperative expressing unconditional
approval of the subject of discussion, you can put an
exclamation point.
4. The problem-oriented way of presentation points to
real circumstances of specific tasks facing society that
encourage trained to make one or another decision.
This method reflects the postulate educational reform
of the 1970s: to use foreign languages in problematic
life situations that require the ability not only to
express one’s attitude to the world, but also to change
the existing state of affairs in your favor.
5. A critically emancipated way of presentation
involves contrasting the views of communicating
parties in various fields of activity. Events in which the
interlocutors
become
participants,
freely
or
Volume 03 Issue 12-2023
268
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
266-271
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
unwittingly affecting their interests, involve them in
discussion and force give a critical assessment of what
is happening.
In a number of works by domestic methodologists, the
text library of a textbook is understood very broadly -
as a list of all materials necessary for educational
communication, motivating and stimulating it,
containing factual or verbal material for solving
communicative problems (CP). According to A.R.
Arutyunova, “a text is any fact of culture A foreign
language that is appropriate for educational
communication and has a sign function” [1: p. 76].
According to L.S. Zhuravlev and M.D. Zinoviev, the
following texts reveal sociocultural information more
openly because they differentiate between explicit and
implicit forms of presentation.:
• information and reference;
• visual
-behavioral (descriptive and narrative);
• popular science (about the achievements of
science).
If in the mentioned types of texts cognitive plans of
information predominate, then in journalistic and
artistic texts cognitive information plans are combined
with evaluative-emotional and motivating-volitional
plans. That is why the regional geographic potential is
expressed they are less explicit [5: p. 40
–
53].
According to G. Neuner, the sociocultural context of
textbook elements like audiovisual content and
authentic text is either "hidden" or subservient to the
prevailing
grammatical
progression.
Textbook
compilers use explicit context to explain specific
cultural facts because the implicit sociocultural context
offers a more flexible interpretation subject of
consideration. Simultaneously, implicit contexts
facilitate the development of strong emotional ties
with foreign cultural realities and the removal of
psychological barriers to pedagogical communication,
which in turn encourages students to approach
memorization of logically-based content with a
positive attitude. They very accurately characterize
E.M. Vereshchagin and V.G. Kostomarov distinctive
features of a successful authentic text, selected
according to the laws of association. In such texts it
occurs: direct targeting, which allows you to rely on
your native culture students in search of both
analogies
and
contrasts;
explicitness,
which
transforms the educational process from the passive
accumulation of ready-made information into the
active acquisition of knowledge. That's why it's like
that it is important to combine review (providing
information)
and
exemplary
(illustrating
this
information) texts: illustration and argumentation are
the essence their reliable basis; mnemonicity, leading
to the fact that knowledge is consolidated and can
later be activated and included in communication [3: p.
117
–
125].
Volume 03 Issue 12-2023
269
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
266-271
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
At the same time, it is not enough to just include texts
containing descriptions of regional studies objects in
the textbook. It is necessary to supplement them with
dialogue, interviews between imaginary participants in
intercultural interaction so that they contain an
element of the unfamiliar, provide stimuli that provoke
an emotional reaction of the future specialist, his the
need for comparison of co-studied cultures. According
t
o the apt saying T.M. Dridze, “by informing, the text
teaches, forms ideas and images, develops values and
attitudes, programs an activity strategy, reinforces
behavioral skills, leads to the formation of certain
sociocultural guidelines" [4: p. 200].
In a foreign language textbook, the title of the text
often allows one to predict the content of the text to
be expanded. At the same time, associations that
reinforce the formation of sociocultural stereotypes
and contribute to the development linguistic
consciousness of the individual are formed both by
similarity and by contrast. Characterizing the
comparative analysis of various aspects of a specific
topic in co-learned languages, V.P. Furmanov's
statements -gives a fair idea that comparison of a
foreign cu
ltural stereotype with one’s own, as well as
the inclusion of the experience of another culture into
one’s own world, focuses on establishing and
maintaining a certain image in intercultural
communication . "National culture is potentially
multidimensional, we read from M.M. Bakhtin, -
therefore only in the eyes of another culture, it reveals
itself more fully and deeply” [2: p. 354].
Thus, providing intercultural communication with
topics and subjects of speech, authentic text
• acts as a way of presenting
extralinguistic
knowledge, with the help of which a full disclosure of
the meanings of words is achieved;
• can be considered as a national
-cultural standard for
formulating typical communicative intentions that
arise among speakers during socially significant
communication.
As is known, explication of educational material
includes presentation, semantization and primary
assimilation of knowledge. Semantization of the word
content plan is a listing of semantic parts included in
the background of the semantized word, which is
carried out in metalinguistic communication [8: p. 57].
Since authentic texts contain lexical units that reflect
unique sociocultural phenomena inherent in the reality
of the country, whose language is studied, educational
materials are introduced and reinforced on a
differential
basis.
This
means
that
during
semantization
and
training
of
lexical
units,
components that distinguish native and foreign
languages and cultures co-learned with them [9: p. 27-
30]. In language teaching, semantization refers to such
information and techniques their presentations,
thanks to which the learner can perceive figurative the
Volume 03 Issue 12-2023
270
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
266-271
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
meaning of a linguistic unit or a gesture unit, if for some
reason they are difficult to understand. Let us
emphasize that the national-cultural the specifics of
realities can only be revealed in comparison and that
only open comparison of linguistic cultures, reliance on
the culture of the recipient’s native language gives a
stimulus for understanding the basic semantic images
of the vocabulary being studied.
CONCLUSION
The culture of the people appears most clearly and
prominently in the non-equivalent vocabulary denoting
realities - everyday information that is relevant in the
mass everyday consciousness of native speakers, but
unknown to representatives of other cultures. For
example, Americans know from Westerns that
characters are endowed with the image of a positive
hero, a good guy in a white hat - white hat; villains wear
black hats; Rose Garden is the name of the small lawn
near the White House, where the windows of the office
of the American president overlook; teach-in means a
debate-seminar on important social and political issues
obvious, that when presenting educational materials, it
is necessary to take into account the building units of
the language with the sociocultural component of
semantics, so that the student can not only recognize
them in the speech stream but also respond to the
connotative, emotional and symbolic meaning of
words formed within the framework of a given
national culture. In this regard, among the
compositional
techniques
for
the
systematic
presentation of speech material in foreign language
textbooks, it is necessary to provide not only
technology comparisons of languages and cultures,
but also a concentric presentation of similar according
to the form of units of organization of presentation
materials - in accordance with the specific section of
the textbook. The principle of concentrism is reflected
in the fact that as introducing new sociocultural
information while limiting the number of keywords,
their meanings gradually expand and deepen.
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1.
Arutyunov A. R. Theory and practice of creating a
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Volume 03 Issue 12-2023
271
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
266-271
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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