European International Journal of Pedagogics
77
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
77-80
DOI
3
OPEN ACCESS
SUBMITED
09 March 2025
ACCEPTED
05 April 2025
PUBLISHED
08 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
English Literature as A
Means of Developing
Intercultural and Language
Competence
Shukurov Nusratillo Narzullaevich
Navoi State University, Faculty of Languages, Interfaculty Department of
Foreign Languages, Senior Lecturer, Uzbekistan
Abstract:
This article examines the importance of
English literature in the process of learning English as a
foreign language. The role of literary works in the
development of linguistic competence, critical thinking
and intercultural perception is emphasized. The author
shows how English literature contributes not only to the
acquisition of language skills, but also to a deeper
understanding of the culture, history and mentality of
the English-speaking society. Special attention is paid to
the need to integrate literary texts into the educational
process to form a comprehensively developed linguistic
personality.
Keywords:
English literature; learning a foreign
language; intercultural communication; linguistic
competence; literary text; cultural understanding;
teaching English; critical thinking.
Introduction:
The current stage of globalization,
integration processes in Europe and the transformation
of Eastern European countries have led to the
intensification of intercultural contacts in various
spheres of life. Communication with representatives of
other cultures has become an integral part of everyday
life. In this regard, the task of preparing students,
especially those in non-linguistic specialties, for
effective
intercultural interaction
is
becoming
increasingly relevant. The formation of intercultural
competence is considered one of the strategic goals of
education, but a unified methodological concept for its
development in non-linguistic universities is still
missing. Studying a foreign language and, especially, the
literature of the country of the language being studied,
seems to be an effective tool for achieving this goal.
METHODS
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European International Journal of Pedagogics
The methodological basis of the article is the
communicative-cultural approach, as well as elements
of the linguacultural and competence approaches to
teaching foreign languages. The methods of analyzing
scientific
literature,
summarizing
pedagogical
experience, as well as a comparative analysis of
Russian and international educational models, such as
the International Baccalaureate (IB) program, are used.
The main attention is paid to the role of literary works
as an authentic material capable of simultaneously
developing the linguistic, cultural and critical abilities
of students. The key skills formed during learning
through literature are highlighted.
The obviousness of this statement allows us to give an
affirmative answer to the rhetorical question about the
need
to
prepare
students
for
intercultural
communication. We must be oriented towards the fact
that our communication partner is not just different,
since all people are different from each other, but
because his worldview and perception of the world
were formed in different geographical, political and
economic conditions, in another society, with its
inherent system of values, determining the thinking
and behavior of people in this society. Awareness of
this fact and appropriate adjustment of behavior will
help to avoid misunderstanding and disappointment,
resentment and mutual claims and will create a
prerequisite for successful communication and
cooperation at the intercultural level. Today, a
comprehensive concept of training students of non-
linguistic faculties as competent participants in
intercultural communication is missing, although
intercultural competence is fully recognized as a
strategic goal. In achieving intercultural competence,
an important role belongs to the study of a foreign
language and the literature of the country of the
studied language, which expands the possibilities of
communication at the intercultural level, and, of
course, evokes respect in the communication partner,
flattered by the knowledge of his language, just as
Russians admire a foreigner speaking their language. It
is advisable to study how, already in the process of
studying a foreign language and literature of the
country of the studied language, a person can
gradually acquire the knowledge, develop the skills and
abilities that are a prerequisite for successful
intercultural communication.
Analysis of literary and methodological sources
. The
study of literature as a means of developing
intercultural competence is actively considered in both
foreign and domestic methods of teaching foreign
languages.
The
analysis
of
scientific
and
methodological sources shows that works of art have
significant potential in developing not only linguistic,
but also socio-cultural and communicative skills of
students.
According to the works of foreign researchers (Lazar,
Duff & Maley, Kramsch), literary texts contribute to the
formation of emotional and cultural intelligence,
develop empathy and intercultural imagination.
Literature allows you to look at the world through the
eyes of representatives of other cultures, thereby
creating the basis for a deeper understanding of
intercultural differences and similarities.
Domestic authors (Karimov A.K., Abdullaeva M.A.,
Safarova Z.Z., Kodirova N.Kh.) emphasize that the
inclusion of literature in the educational process
enhances students' motivation, enriches the lexical and
grammatical base, and also contributes to the
development of critical thinking and analytical skills. The
role of literature in the formation of the personal
position of the student and his ability to independently
interpret what he has read is especially highlighted.
Methodological studies show that the use of authentic
literary texts requires the teacher to apply a whole
range of pedagogical techniques: from preliminary
cultural training to post-text analytical and project
activities. An important aspect is also the choice of
genres and authors relevant to the age, language level
and cultural interests of students.
Studying the literature of the country of the studied
language is essential for the development of students'
critical abilities, their self-knowledge and understanding
of other people. It helps not only to understand the
culture of the studied language, but also other cultures.
Therefore, it is assumed that if a foreign language is
taught at a university under the International
Baccalaureate program in non-linguistic faculties, it is
necessary, along with the well-known skills and abilities
in a foreign language, to additionally develop the
following skills and abilities in students: 1) the ability to
use a text as an example and inspiration for their own
creativity; 2) to understand various literary genres and
forms; 3) the ability to analyze a literary work in terms
of theme, plot, system of images; 4) understanding the
structure and style of works, various forms of dialogue
between the writer and the reader; 5) the ability to
independently evaluate literary works. At the end of the
five-year program of the International Baccalaureate,
one of the main acquired skills of the student "is the
ability to express their own evaluation of literary
works." The main difference between the programs of
Russian universities and schools and the International
Baccalaureate is the following: literature acts as an
independent subject and, although, as a rule, is taught
by the same teacher as the Russian language, is
separated from it structurally, methodologically and
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European International Journal of Pedagogics
administratively. The program of the International
Baccalaureate is tied to the study of language.
Both systems have their pros and cons. Often, the
study of foreign language texts in schools and
universities is conducted in isolation from the works of
fiction by writers of the country of the studied
language. The hours allocated for independent work of
students and schoolchildren, the so-called "home
reading", do not give an idea of the specifics of the
national literature of the country of the studied
language. Undoubtedly, practical home reading classes
are undoubtedly valuable: here students come into
contact with the best examples of living language, and
not conventionally educational texts, they have the
opportunity to express their opinion and evaluate the
work, characters and situations. The practice of
communicating with foreigners has proven that even
deep knowledge of a foreign language does not
exclude misunderstanding and conflicts with native
speakers of this language. Therefore, teaching foreign
languages includes familiarizing students with the
history, customs, traditions, and social organization of
the country of the studied language. However, as
practice has shown, only theoretical familiarity with
the relevant culture is not enough for conflict-free
communication with its representatives; it has become
obvious that successful and effective contacts with
representatives of other cultures are impossible
without practical skills in intercultural communication.
It is necessary to prepare schoolchildren for effective
intercultural contacts at the level of everyday
interpersonal communication. For this, knowledge
about the nature of intercultural misunderstanding is
not enough; it is necessary to develop practical skills
and abilities that would allow freely understanding
representatives of other cultures.
RESULTS
Analysis of literary and methodological sources, as well
as the experience of implementing programs using
literary texts, showed the following:
• Studying the literature of the country of the studied
language contributes to the development of
intercultural communication skills, critical thinking,
empathy and tolerance;
• A literary text helps to understand cultural codes, the
value system and behavioral characteristics of native
speakers;
• Unlike the traditional approach, IB programs include
literature as an integral part of language training, while
in Russian schools it is often considered an optional or
auxiliary component;
•
The most effective forms are the analysis of genres,
plots, images, structure and style, as well as project
work, dialogues based on literary situations, linguistic
and cultural analysis of proverbs, phraseological units
and dialogues.
DISCUSSION
Competence is understood as the ability to creatively
perform activities based on formed motives, personal
qualities, the ability to use normatively acceptable
patterns of behavior in the professional field. Mastering
competence creates the basis for the development of
professionalism and skill.
Communication is a socially conditioned process of
transmitting information and exchanging thoughts and
feelings between people in various areas of cognitive,
labor and creative activity.
The task of developing the ability for intercultural
communicative competence is carried out in the process
of speech interaction: listening, reading, speaking,
writing, both in the classroom and in extracurricular
work with students.
The teacher's task is to create a model of real
communication that promotes the emergence of a
natural desire and need for students to interact with
others, self-confidence and self-confidence in their
abilities to communicate. The communicative approach
involves teaching communication and developing the
ability for intercultural interaction.
Intercultural communication through training exercises
The quality of training largely depends on the selected
regional and linguistic regional studies material.
Relevant and interesting information about life and
everyday life in the countries of the studied language,
photographs, diagrams, statistics, detailed comments
from the teacher and communicative exercises based
on the presented material will allow educational and
methodological complexes on a foreign language to fully
comply with the modern educational paradigm in our
country. For the linguacultural approach to teaching
foreign languages, phraseological units that reflect the
national identity of the culture, traditions, way of life,
and history of the people who speak the language are of
great interest. Proverbs are also of considerable interest
for linguacultural studies. Proverbs contain the wisdom
of the people, their ability to subtly notice individual
aspects of a person’s life, they reveal their observation
skills and the ability to briefly express their attitude to
the world around them as a whole. The third stage of
developing intercultural competence should be training
exercises of a communicative and research nature. Any
knowledge without practical consolidation will be
useless. Such exercises may include:
Practicing language units and grammatical structures in
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dialogue situations that are as close as possible to real
ones and are typical for the culture of a given country
(for example, communication at the airport,
restaurant, store, visiting, etc.);
If the necessary technical means are available, real
communication with representatives of a foreign
culture (correspondence by e-mail, in a chat, on a
forum; the ideal option is communication via Skype,
etc.);
Solving linguistic and linguacultural problems (what
would a native speaker answer to this question, how
would he behave in this situation, etc.);
Research and creative projects related to the topics
being studied, but, in addition to searching for and
presenting information, including linguacultural
analysis of this information;
Linguistic and linguacultural analysis of authentic
materials, ranging from printed publications to films or
news from national channels of the country of the
language being studied.
These are just a few examples of possible training
exercises.
The process of developing intercultural competence at
school should include three necessary components:
developing a sufficient stock of background knowledge
about the national culture of the country of the studied
language, developing an adequate and friendly
perception of a foreign language and its realities, and,
finally,
practical
training
in
intercultural
communication.
A comparison of domestic and international
experience allows us to conclude that literature should
be considered not only as a way of learning a language,
but also as a cultural tool that shapes the student's
personality. The integration of literature into the
educational process requires pedagogical flexibility, an
interdisciplinary approach, and an increased role of
independent and project work.
For the effective development of intercultural
competence, it is necessary to:
• Select authentic texts that reflect national specifics;
• Use communicative exercises that are close to real
communication situations;
• Develop stude
nts' skills in analyzing, interpreting,
and critically evaluating what they have read;
• Systematically include elements of linguistic and
cultural studies in the learning process.
CONCLUSION
To sum it up, it can be noted that in the future the
problem of developing intercultural competence of
students will not fade into the background. Every day
there is a growing need for specialists who not only
speak foreign languages, but are also ready to
successfully interact with representatives of other
cultures.
The formation of the foundations of intercultural
competence of students is facilitated by the study of a
foreign language at school, built on the principles of:
• awareness by students of their own national culture
and native language.
• reliance on backg
round knowledge, the socio-cultural
background in the context of which the studied foreign
language functions.
• shifting the emphasis in the process of teaching a
foreign language from teaching activities to the
activities of the student, forming him as a creative
person.
• the use of modern technologies that ensure the
actualization and development of personal qualities of
schoolchildren.
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