ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
75
Samarkand State Institute of Foreign Languages
LINGUACULTURE AS A MAIN FACTOR TO LEARN LANGUAGES
Alev Çetiner
Hacette University of Foreign Languages
Teacher of English language and literature
Annotation:
Languaculture could be a term meaning that a language incorporates not as it
were components such as language structure and lexicon, but moreover past information, nearby
and social data, propensities and practices. Especially, while learning foreign languages,
linguaculture plays an important role to comprehend deep meaning of the language.
Keywords:
language, culture, linguaculture classroom.
For decades, due to the globalization in language instruction grooms significantly,
particularly in English educating, which has been inquired about in numerous ways. In the mean
time, numerous of inquire about patterns influence English learners and addresses broadly since
English has been labeled as a worldwide language. Customarily, syntactic and semantic learning
have been fundamentally emphasized in English educating and learning. Be that as it may,
highly-developed unused procedures have been actualized quickly in our standard of, living
which encourages numerous dialects and societies to be imbued together, and shared or
transmitted in several phonetic and social settings, which affects language learning and educating
to be more like a worldwide linguaculture arrange. In this manner, we are encountering an
affluent dialect and social arrange. Due to this reason, it is critical for both dialect teachers and
learners to hone in many diverse phonetic and social foundations. Separated from language
structure instructing in English, culture is additionally exceptionally imperative in English
instructing as well. Languaculture implies that a dialect incorporates components such as
language structure and lexicon, past information, nearby and social data, propensities, and
behaviors. This term alludes to one or more particular dialects, spread over social settings and
talk communities, which covers dialect furthermore culture. The concept may be a theorization
of the interface between language and the rest of culture. But the social see of dialect ought to too
grasp the concept of a certain phonetic setting. Linguaculture considers different sorts of
implications carried and created by dialect and dialect activities, and clarifies the changeability
of linguaculture in talk. The American anthropologist Michael Agar made the term. Agar utilized
the term "languaculture" for the primary time in his book Dialect Stun: Understanding the Culture
of Conversation. Languaculture could be a gathered change on the word "linguaculture" coined
by the American phonetic anthropologist Paul Friedrich.
Agar clarifies the alter by expressing that "language" could be a more commonly utilized
word in English. "Lingua culture" appears to be getting to be more common.
When Agar talks almost languaculture, he characterizes it as the necessary tie between
dialect and culture. He underlines that dialects and societies are continuously closely related and
it isn't conceivable to recognize dialects from societies. Hence, you cannot know a dialect in case
you do not moreover know the culture communicated by that dialect. It can be used in classroom
for teaching effectively, because within the linguaculture classroom, learners recognize that
dialect and culture learning is more than a subject in school. The classroom gives a secure space
to try with better approaches of considering and communicating. Hence, the apprehension we
feel giving a introduction to our classmates may be seen as arrangement for the even more
prominent stresses of utilizing that dialect out within the “real world”. A linguaculture classroom
centers on natural understanding—the more profound, more “instinctive” shape of information
that comes from having more completely internalized the etymological and social designs we are
testing with. A solid center on correct answers, or an excessively intellectualized approach to
learning can get within the way of profound learning. Within the conclusion, a focus on
linguaculture learning suggests engagement at numerous levels of the self, and empowers
teachers to discover imaginative ways to attain this in their specific setting. Seeing language and
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
76
Samarkand State Institute of Foreign Languages
culture as an versatile prepare takes us past the thought of including culture to dialect
instructional method. Without a doubt, it turns it on its head. Rather than centering on dialect
learning as a all inclusive handle to which we include social learning goals, it assumes that
cultural learning could be a widespread handle of which dialect learning is basically one portion.
This speaks to a wide idea of social learning grounded in developmental science. In new settings,
we look for to get it our environment and discover our put in it—whether at a party or in a
remote nation.
We feel versatile weight since of our on a very basic level social nature—a have to be
interface with others and dodge distance. This prepares of alteration and adaption to new
environment is normal of people everywhere—it is built into our developmental science as social
primates. Learning a modern phonetic framework is basically one portion of this broader marvel.
Both language and culture learning require such internalization of outside patterns—complex
bodies of information must be coordinates into our minds and put to imaginative utilize.
Language and culture are not fair data frameworks or sets of rules—they are epitomized at the
most profound levels of intellect and self. Indeed when there's no clearly characterized social
community, dialect learning itself is an adaptive handle. To create advance, learners must wrap
their tongues around remote sounds and internalize foreign phonetic designs. They must take on
better approaches of considering and learn to precise themselves in better approaches. This
frequently includes managing with remote individuals and circumstances, pleasing social
distinction, and developing modern shapes of self-expression. This versatile handle requires a
profound shape of learning-taking in a complex div of information that's remote, and making it
a normal portion of the self.
The List of used literatures:
1. Byrnes, Heidi,
Advanced Language Learning: The Contribution of Halliday and Vygotsky
,
London, Continuum, 2006.
2. Friedrich, Paul,
Language, Ideology, and Political Economy
in
American Anthropologist
, 91,
2, 1989, pp. 295–312.
3. Hansen, Hans Lauge,
Disciplines and Interdisciplinarity in Foreign Language Studies
,
Copenhagen, Museum Tusculanum Press, 2004.
4. Абдурахимова , Ф. 2023. Особенности понятия «судьба» в английских и узбекских
пословицах.
Общество и инновации
. 4, 9/S (ноя. 2023), 1–6.
5. Abduraximova F. SOTSIOLINGVISTIKA //Solution of social problems in management
and economy. – 2023. – Т. 2. – №. 11. – С. 143-147.
6. https://world-science.ru/en/article/view?id=33984
7. https://en.wikipedia.org/wiki/Languaculture
8. https://japanintercultural.org/wp-content/uploads/2020/08/Chaps-1-2-Language-Culture-and-
the-Embodied-Mind-.pdf
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моделлаштириш (Марио Пьюзонинг «Чўқинтирган ота»(«The godfather») ва Тоҳир
Маликнинг «Шайтанат» асарлари мисолида). Фалсафа доктори илмий даражасини олиш
учун ёзилган докторлик (PhD) диссертацияси автореферати. Фалсафа доктори илмий
даражасини олиш учун ёзилган докторлик (PhD) диссертацияси автореферати. Фaл. фанл.
докт.(PhD) дисс.
10. Khayrullaev, K. Z. (2001). The relation of word, word composition and sentence to the
predicativeness. Abstract of candidate dissertation.–Tashkent.
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