EIJP ISSN: 2751-000X
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50
METHODOLOGY FOR DEVELOPING STUDENTS' INTERCULTURAL COMMUNICATION
SKILLS IN THE PROCESS OF FOREIGN LANGUAGE TEACHING
Ashurova Zulaykho Erkinovna
Independent researcher, Uzbekistan
AB O U T ART I CL E
Key words:
Foreign language teaching,
intercultural communication, linguistic
competence, cultural competence, interactive
methods, communicative approach, educational
technologies.
Received:
01.12.2024
Accepted
: 06.12.2024
Published
: 11.12.2024
Abstract:
This article is devoted to the issues of
developing students' intercultural communication
skills in the process of teaching a foreign language.
It studies the essence of intercultural
communication, ways to ensure the integration of
linguistic and cultural components in the process
of its formation. It also analyzes the advantages of
using interactive methods and technologies in
preparing students for effective communication
with representatives of different cultures. As a
result of the research, effective methodological
approaches and techniques are proposed, and
recommendations for their application in the
practical educational process are developed.
INTRODUCTION
In the current era of accelerating globalization processes, the need for effective
communication between representatives of different nationalities and cultures is growing. In such a
situation, teaching foreign languages includes not only the formation of linguistic knowledge and skills,
but also the development of skills that prepare for intercultural communication. Students learning a
foreign language need not only to know the language, but also to be familiar with the culture, traditions,
values, and features of social communication of that language.
The development of intercultural communication skills is one of the important tasks of today's
educational process. Because such skills teach students not only to effectively use foreign languages,
but also to accept and respect cultural diversity. This serves the socialization and success of the
individual in a modern global society.
This study is aimed at studying the specific methodology, interactive approaches, and technologies for
the formation of intercultural communication in the process of teaching a foreign language. Through
this, the goal is to develop effective methods and mechanisms for preparing students for intercultural
cooperation in accordance with the requirements of modern society.
METHODOLOGY
VOLUME04 ISSUE12
DOI:
https://doi.org/10.55640/eijp-04-12-09
Pages:50-53
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ISSN: 2751-000X
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The methodology for developing students' intercultural communication skills in the process of teaching
a foreign language requires, first of all, an integrative approach that corresponds to the main goals and
principles of the educational process. In this approach, the integration of linguistic and cultural
competencies is of great importance. Because language is not only a means of communication, but also
serves as an integral part of a particular culture.
The communicative approach plays a key role in the formation of intercultural communication skills.
This approach teaches students not only to speak a foreign language grammatically correctly, but also
to express their thoughts in a cultural context. Through interactive methods, such as role-playing games,
discussions, modeling intercultural situations, and discussing cultural differences, students acquire
real-life skills of intercultural communication.
The use of multimedia tools is also an integral part of the methodological process. Through the use of
films, documentaries, cultural studies articles, and podcasts, students directly get acquainted with the
culture of the language they are studying. Such technologies not only make the learning process
interesting and dynamic, but also expand students' knowledge of culture and encourage them to
communicate more.
Another important aspect of the methodology is the development of cultural sensitivity. In this process,
the teacher teaches students to respect the values of different cultures and understand their
uniqueness. This, in turn, encourages students to be open-minded, accept cultural diversity, and
communicate effectively.
This methodology should be applied in practice at all stages of the educational process. Along with
providing students with theoretical knowledge, it is necessary to pay special attention to preparing
them for real conditions of intercultural communication. Thus, intercultural communication skills can
be effectively developed by combining modern technologies, creative approaches, and interactive
methods in the educational process.
Literature review
The literature on the topic of developing students' intercultural communication skills in foreign
language teaching covers various points of view and approaches. During this review, attention was paid
to important studies on the theoretical foundations of intercultural communication, its linguistic and
cultural aspects, as well as methods for developing these skills.
Theoretical foundations of intercultural communication
To understand the essence of intercultural communication, Edward T. Hall's concept of "Intercultural
Communication" is an important theoretical basis. His ideas about "high and low context cultures" are
important for use in teaching students to understand the cultural context. Also, the theory of cultural
dimensions developed by Geert Hofstede allows us to identify differences between different cultures
and apply them to the educational process.
Integration of linguistic and cultural components
The literature on foreign language education emphasizes the need to form cultural competence along
with linguistic competence. M. Byram's "Model of Intercultural Competence" is important in this regard.
In this model, intercultural communication skills are seen as a unity of knowledge, abilities and
attitudes. Byram emphasizes the importance of developing students' ability to present their own
culture and understand the culture of others.
Interactive methods and technologies
The effectiveness of interactive methods is widely covered in the literature. In particular, the concept
of "Autonomy in Language Learning" put forward by D. Little is of great importance in increasing the
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activity and responsibility of students. Also, the "Sociocultural Theory" researched by J. Lantolf and P.
Thorne on the use of virtual platforms and multimedia tools shows the effectiveness of teaching
language and culture through technologies.
Methodological approaches and practice
The concept of "Communicative Approach" by J. Harmer on the development of intercultural
communication in foreign language teaching is important for the formation of students' skills of
effective communication in different cultural contexts. Also, C. Krashen's "Introduction Hypothesis"
allows students to improve linguistic knowledge by teaching them in a culturally appropriate
environment.
Conclusion
The analysis of the literature shows that it is necessary to integrate linguistic and cultural components
to develop intercultural communication skills in foreign language teaching. In this regard, the role of
communicative and interactive methods is of particular importance. By combining theoretical
foundations and methodological recommendations, it is possible to ensure high efficiency of
intercultural communication in the educational process.
DISCUSSION
Developing students' intercultural communication skills in the process of teaching a foreign language
is one of the urgent issues of modern education. Because in the process of globalization, students need
not only to learn the language grammatically correctly, but also to understand cultural diversity and
know how to communicate effectively with representatives of different cultures. To achieve this goal,
there is a need for an approach that combines linguistic knowledge with cultural context.
The main aspect of developing intercultural communication is to teach students to be open-minded and
respectful of other cultures. This process requires understanding the uniqueness and values of different
cultures. For example, Edward T. Hall's theory of high and low context cultures is useful in teaching
students to identify and adapt to different cultural codes. With the help of this theory, students can
minimize errors in communication and ensure mutual understanding.
The role of interactive methods in practice deserves special attention. Role-playing games, discussions,
and modeling intercultural situations prepare students for real-life intercultural communication. For
example, through cultural games, students understand the lifestyle, values, and characteristics of social
communication of different cultures. Such methods increase the activity of students and actively involve
them in the communication process.
However, there are also certain difficulties in the process of developing intercultural communication.
One of the main problems is the excessive closed attitude of students to their own culture and their
unwillingness to accept other cultures. Therefore, in the educational process, teachers should organize
activities aimed at increasing cultural sensitivity. In this regard, the use of multimedia tools, such as
films, documentaries, and cultural studies materials, is an effective method. They help students adapt
to the real conditions of intercultural communication.
During the discussions, it was revealed that intercultural communication has a two-way character: on
the one hand, it increases linguistic competence, and on the other, it develops acceptance of cultural
differences. This helps students not only communicate freely in a foreign language, but also prepares
them for international cooperation.
In conclusion, the development of intercultural communication skills is of crucial importance in modern
education. Through interactive methods, technologies, and an approach based on cultural learning,
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students can be prepared for effective communication. This, in turn, provides them with a solid
foundation for success in a global society.
CONCLUSION
The development of intercultural communication skills is one of the most important areas of foreign
language teaching today, and its effective organization directly affects the future professional and social
success of students. In the process of language teaching, it is not enough to form only linguistic
knowledge and skills. Students must be prepared to understand different cultures through language
and effectively cooperate with them. This requires the introduction of an intercultural approach to
foreign language teaching methodologies.
Intercultural communication develops students' cultural sensitivity, forms them as individuals with
open-mindedness, patience, and the ability to respect others. This skill also serves to ensure their
successful integration into a global society. The ability to understand the differences between different
cultures, respect them, and communicate effectively is important for students not only in the
educational process, but also in their future lives.
The use of interactive methods and modern technologies in the educational process greatly helps in the
formation of these skills. Role-playing games, cultural discussions, multimedia materials, and cultural
studies lessons are effective tools for preparing students for real-life intercultural situations. These
methods not only make the learning process interesting and effective, but also encourage students to
actively communicate.
However, in the process of developing intercultural communication skills, certain problems may arise,
in particular, negative attitudes or low interest in cultural differences. To solve these problems, teachers
should organize activities aimed at developing cultural sensitivity with students and encouraging them
to engage in intercultural cooperation. Thus, the development of intercultural communication skills
should become an integral part of the educational process by combining linguistic and cultural
components. Such an approach will not only prepare students for successful communication, but also
make them active participants in a global society. As a result, students will be formed not only as
language learners, but also as bridge builders between cultures.
REFERENCES
1.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual
Matters.
2.
Hall, E. T. (1976). Beyond Culture. Anchor Books.
3.
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and
Organizations Across Nations. Sage Publications.
4.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.
5.
Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.
6.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language
Development. Oxford University Press.
7.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
8.
Little, D. (1991). Learner Autonomy: Definitions, Issues, and Problems. Authentik Language
Learning Resources Ltd.
