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THE IMPORTANCE OF INTERCULTURAL COMPETENCE AND ITS
INFLUENCE ON HUMAN ACTIVITY
Shirin Eskalieva MA 2nd year student,
Faculty of Foreign Languages, specialty: English Language and Literature
Nukus State Pedagogical Institute. Uzbekistan, Nukus
Nowadays people who speak a foreign language find themselves involved in the process of
communication with the people of other cultures. In this regard, foreign language learners need not
only to have a rich vocabulary and decent pronunciation, but also to develop intercultural competence.
Intercultural competence involves achieving a level of language proficiency that will allow you
to:
1.
respond flexibly to all sorts of unforeseen turns during the conversation;
2.
determine an adequate line of speech behavior;
3.
accurately select specific means from a wide arsenal
4.
use these means in accordance with the proposed situation.
Formation of intercultural competence implies interaction of two cultures in several directions:
• acquaintance with the culture of the country of the language being studied through the foreign
language and assimilation of the behavior model of speakers of a foreign language culture;
• the influence of a foreign language and foreign culture on the development of the native
language and behavior patterns within the framework of the native culture;
When students are prepared to deal with intercultural communication problems appropriately,
they can avoid misunderstandings, misperceptions of behavior and potential conflicts that may arise
due to incorrect use of language, misinterpretation of the interlocutor's response, and misjudgment of
the situation [6;225].
Modern education at this stage is characterized by many scientists as the discrepancy between
its content and the current needs of the modern economy and civilization. One of the main problems
of young specialists in the labor market is the inability to apply the knowledge and skills acquired at
a higher educational institution in practice outside of academic activities. Thus, it becomes obvious
that solving complex and pressing economic and social problems becomes possible only by shifting
the emphasis from the transfer of the amount of knowledge and skills from the teacher to the
acquisition of the necessary knowledge by the student himself. For this reason, the competency- based
approach is the most effective, since it does not focus on the final number information read to the
student, but on the ability of the future professional participant in the labor market to act effectively
in a variety of problem situations. The main goal in learning a foreign language is to develop in a
student the traits of a secondary linguistic personality capable of being an effective participant in
intercultural communication [5;122].
A competency- based approach to teaching a foreign language implies the formation of basic
competencies of a linguistic personality: linguistic (theoretical and practical knowledge about the
language being studied), communicative (using the language in accordance with the communication
situation, the rules of speech behavior), intercultural (entering into the culture of the language being
studied). [1;223].
Linguistic competence presupposes that the student has an understanding of the system of the
language being studied, mastery of vocabulary, phonetics, knowledge of word composition and word
formation, morphology, syntax of simple and complex sentences, and text stylistics. However, along
with this, the mandatory development of the student’s personality and his cognitive culture is
assumed. Moreover, it determines the ability to use the system of knowledge about language in
practice. When forming this competence, intellectual abilities come to the fore, and students act as
subjects of relationships and conscious activity, determined by the system of social relations and
culture [3;153].
Communicative competence implies the formation in students of knowledge about speech and
its functions, as well as the development of the main types of speech activity: speaking, listening,
reading, writing. The student must be able to create and perceive texts, relying on knowledge of the
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basic concepts of linguistic speech. Speech conditions such as the relationship between the
interlocutors and their social roles and statuses should influence the choice of vocabulary and
grammatical means [2;69].
Intercultural competence is an important component, since communication failures can be
caused by gaps in the ability to interact with representatives of other cultures. Mastering intercultural
competencies makes it possible to perform productive communicative functions of achieving
agreement, resolving conflict situations, and overcoming communication barriers. The importance of
developing intercultural competence is due to the formation of the ability to build a constructive
dialogue with any subject of communication, skills of intercultural and social behavior [4;15].
The development of foreign language intercultural competence when teaching students at non-
linguistic universities is a necessary condition for the training of modern bachelors/specialists.
REFERENCES
1.
Almazova, N.I. Cross-cultural component of foreign language communication:
cognitive and didactic aspects / N.I. Almazova. – St. Petersburg: Nauka, 2003.
2.
Baryshnikov, N.V. Parameters for teaching intercultural communication / N.V.
Baryshnikov // Institute of Nuclear Sciences. 2002.
3.
Barannikov, A.V. Contents of general education: competency-based approach / A.V.
Barannikov. – M.: Higher School of Economics, 2002.
4.
Gureeva, A.V. Fundamentals of organizing an elective English language course
according to the specialty profile: non-linguistic university: dis. Ph.D. ...ped. Sciences / Gureeva A.V.
– M., 2010.
5.
Elizarova, G.V. Culture and foreign language teaching/ G.V. Elizarova. – St.
Petersburg: Soyuz, 2001.
6. Khudaibergenov A.A. National features of the semantics of phraseological units// Archive
of Conferences. – 2020. – Т. 10. – №. 1. – С. 223-225.
WISDOM ACROSS BORDERS: A COMPARATIVE STUDY OF RUSSIAN AND
ENGLISH PROVERBS
Ganibaeva Sayora Tleumuratovna
Jumabaeva Ayzada Oralbaevna
Student, Karakalpak State University
This comprehensive exploration delves into the multifaceted world of proverbs in the Russian
and English languages. It aims to dissect the historical, cultural, linguistic, and educational
significance of these timeless expressions, offering a detailed analysis of their roots, expressive
qualities, and universal relevance. The exploration will encompass the historical and cultural
foundations of Russian and English proverbs, shedding light on their connections to folklore,
literature, and societal values. It will also delve into the distinctive linguistic and expressive nature of
these proverbs, highlighting their profound insights and universal applicability.
Historical and Cultural Roots of Russian Proverbs:
The historical and cultural roots of Russian and English proverbs are deeply embedded in the
legacy of each language, reflecting the rich tapestry of historical events, folklore, literature, and
societal values that have shaped their development.
The historical and cultural roots of Russian proverbs can be traced to the enduring traditions,
folklore, and religious beliefs of the Russian people. Many Russian proverbs have origins in oral
storytelling, folk traditions, and the experiences of generations. They encapsulate the collective
wisdom, resilience, and spiritual beliefs of the Russian culture, reflecting the nation's historical
trajectory and its enduring values. Additionally, Russian proverbs are informed by the literary works
of prominent authors such as Pushkin, Tolstoy, and Dostoevsky, integrating the cultural wisdom and
insights gained from these influential literary figures.
