ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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CULTURAL REALIAS AS TOOLS FOR INTEGRATION OF THE
ENGLISH LANGUAGE
Khayrullayeva Nodira Nematilloyevna
PhD
BukhSU, English linguistics department
Tosheva Shaxinabonu Abduraim qizi
3
rd
year student, BukhSU
https://doi.org/10.5281/zenodo.14263593
Abstract:
The integration of cultural realias into English language
education has proven to enhance learners' proficiency by exposing them to
authentic contexts. This study examines the role of cultural realias—such as
visual aids, texts, artefacts, and multimedia—in promoting linguistic competence
and cross-cultural understanding. Results indicate that using these materials
improves vocabulary retention, cultural awareness, and engagement. The paper
concludes that cultural realias are indispensable in English language teaching,
fostering both linguistic and cultural integration.
Keywords:
Cultural realias, cultural competence, visuals, texts, language,
artefacts, cultural integration
Abstrakt:
Madaniy realiyalarning ingliz tili ta'limiga integratsiyalashuvi
o'quvchilarning haqiqiy kontekstlarga ochib berish orqali ularning malakasini
oshirishi isbotlangan. Ushbu tadqiqot ko'rgazmali qo'llanmalar, matnlar,
artefaktlar va multimedia kabi madaniy voqelikning lingvistik kompetentsiya va
madaniyatlararo tushunishni rivojlantirishdagi rolini o'rganadi. Natijalar shuni
ko'rsatadiki, ushbu materiallardan foydalanish so'z boyligini saqlash, madaniy
xabardorlik va faollikni yaxshilaydi. Maqolaning xulosasiga ko'ra, madaniy
realiyalar ingliz tilini o'qitishda ajralmas bo'lib, til va madaniy integratsiyani
rivojlantiradi.
Kalit so'zlar:
Madaniy realiyalar, madaniy kompetentsiya, vizual tasvirlar,
matnlar, til, artefaktlar, madaniy integratsiya
Introduction
In today’s globalized world, mastering the English language extends
beyond grammar and vocabulary. Cultural competence is a critical component of
communication, as it shapes context, tone, and appropriateness. In translation,
Realia (plural noun) are words and expressions for culture-specific material
elements. The word realia comes from medieval Latin, in which it originally
meant "the real things", i.e. material things, as opposed to abstract ones. The
Bulgarian translators Vlahov and Florin, who were the first to carry out an in-
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depth study of realia, coined the modern sense of the word. They indicate that
since realia carry a very local overtone, they often pose a challenge for
translation.[1] Realia must not be confused with terminology: the latter is
primarily used in the scientific literature to designate things that pertain to the
scientific sphere, and usually only appears in other kinds of texts to serve a very
specific stylistic purpose. Realia, on the other hand, are born in popular culture,
and are increasingly found in very diverse kinds of texts. Fiction, in particular, is
fond of realia for the exotic touch they bring. Cultural realias, defined as
authentic objects, materials, and media reflecting cultural practices, offer
learners practical exposure to the nuances of English-speaking cultures. This
paper investigates how cultural realias enhance the learning process, enabling
learners to acquire both linguistic and cultural fluency. Сulture is a "living"
category, whose development is directly related to the development of society.
In this regard, the content of the socio-cultural component will constantly
change, enriched with new content. An integral part of the linguoculturological
component is a specially selected homogeneous language material that reflects
the culture of the country of the language being studied, as well as non-
equivalent background vocabulary, non-verbal languages of gestures, facial
expressions and everyday behavior. Nonequivalent vocabulary occupies a
special place. It exists because it denotes national realias. Knowing realias is
important when studying the culture and language of the country. The presence
of a national-cultural component, which is absent in other languages, remains a
constant sign of the belonging of words to linguistic and cultural material.
Realia- realise; realia- "real", "real". “Realias are words and phrases that name
objects that are characteristic of the life (everyday life, culture, social and
historical development) of one people and alien to another, being carriers of
national and / or historical color, they, as a rule, do not have exact matches
(equivalents) in other languages, and therefore cannot be translated on a
general basis, requiring a special approach. Realias are names inherent only to
certain nations and peoples, objects of material culture, historical facts, names of
national heroes, mythological creatures. According to the “Dictionary of
Linguistic Terms” by O. S. Akhmanova, reality is “any subject of material culture”
[Akhmanova, 1966, p. 381]. The translation of the names of realities is part of a
large and important problem of conveying the national and historical identity of
a people when translating from its language into another. The term "realia"
became widespread in the 1930s, XX century, after the publication of the work of
Bulgarian researchers S. Vlakhov and S. Florin "The Untranslatable in
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Translation". Russian and foreign scientists studying the problem translation of
realities, use different terms for their designations, such as, for example, non-
equivalent vocabulary, barbarisms, exoticisms, localisms, ethnographisms and
some others, give various definitions of this concept, mark some signs of these
lexical units and omit others
Methods
The study involved 50 English language learners aged 18–30, enrolled in
intermediate-level courses across three institutions.
The cultural realias included:
•
Visuals: Maps, advertisements, and cultural posters.
•
Texts: Literary excerpts, newspapers, and menus.
•
Artefacts: Currency, traditional clothing, and souvenirs.
•
Media: Movies, songs, and podcasts.
Procedure
Participants attended 10 sessions over five weeks, where realias were
integrated into lessons. Activities ranged from analyzing advertisements to role-
playing cultural scenarios. Data was collected through pre- and post-tests, focus
groups, and instructor observations.
Results:
The findings revealed significant improvements in:
•
Vocabulary Acquisition: Learners exposed to cultural realias retained 35%
more vocabulary than those in traditional settings.
•
Cultural Awareness: Post-session surveys indicated an 80% increase in
understanding of cultural norms and practices.
•
Engagement and Motivation: 90% of participants reported that lessons
using realias were more enjoyable and engaging.
Discussion
Cultural realias bridge the gap between theoretical knowledge and real-world
application, making language learning contextual and dynamic. Exposure to
authentic materials helps learners develop pragmatic competence,
understanding the subtleties of language in diverse cultural settings.
For example, analyzing restaurant menus not only enriched food-related
vocabulary but also familiarized learners with dining etiquette in English-
speaking countries.
In conclusion, the use of cultural realias is a transformative approach in English
language education. By blending linguistic instruction with cultural immersion,
realias prepare learners for real-world interactions. Future studies could
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explore digital and virtual realias, expanding their application in remote
learning environments.
References:
1. Kramsch, C. (1993). Context and Culture in Language Teaching.
2. Gilmore, A. (2007). "Authentic Materials and Authenticity in Foreign Language
Learning." Language Teaching.
3. Комиссаров, В.Н. Современное переводоведение. Курс лекций; М.: ЭТС &
Polyglossum - Москва, 2000. - 202 c.4. Комиссаров, В.Н.; Гончаренко, С.Ф.
4.Современное переводоведение. Учебное пособие; М.: ЭТС - Москва, 2003. -
424 c.
5. Комиссаров, В.Н.; Ольховиков, Б.А. Лингвистическое переводоведение в
России. Учебное пособие; М.: ЭТС - Москва, 2002. - 184
