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to be/look white as sheet (ghost, death) («ниҳоятда кучли оқариш (қўрқувдан ёки
ҳаяжондан)»);
to be white-hot («ғазабланган, тиззаси очиқ даражага етказилган») (қуруқ қўл билан
қолмоқ).
Корақалпоқ тилида баъзи ФБлар ўзларининг деривацион имкониятларини
ривожлантирган, натижада ФБ га мос келувчи ясалма гуруҳлар юзага келади:
ақ аяқ («алдовчи, айёр»));
ақ аяқлық («ҳаромзодалик, айёр»).
Бир образли сўз-компонент асосида фразеогуруҳлар ҳосил бўлади:
ақ
ақ көкирек («оқ кўнгил, ишонувчан»));
ақ қуба («очиқ юзли, оқ юзли»).[2;37]
ХУЛОСА
Маданиятлараро мулоқот икки ёки ундан ортиқ ҳар хил маданиятлар вакиллари ўртасида
бўладиган мулоқотнинг алоҳида бир туридир. Унда ўзаро таъсир этувчи маданиятлар ўртасида
ахборот ва маданий қадриятлар алмашиниши юз беради.
Умуман, тил маданият шакли сифатида қўлланилади, маданиятнинг санъат маъносида
тушунилиши айрим нутқ турларидагина содир бўлади, тил маданий ҳодисаларнинг ташқи
шакли сифатида ишлатилади.
ФОЙДАЛАНИЛГАН АДАБИЁТДАР РУЙХАТИ
1. Воробьёв В.В. Лингвокультурология: (Теория и методы).- М.: РУДН, 1997.- 331 с
2. Ерлепесова Д. Фразеологизмлердеги айырым соматизмлердин колланылыу
озгешеликлери // Хазирги дауирде тил илимин изертлеу хам окытыу маселелери.- Нокис,
2011.- Б. 37-38
3. Жалгасов Н. Семантические сходства английских, узбекских и каракалпакских
провербиальных образований с оценкой человека //Иностранная филология: язык, литература,
образование. – 2020. – №. 1 (74). – С. 138-143.
4. Кунин А.В. Фразеология современного английского языка.- М. «Высшая школа»,
1972.- 198с
5. Маслова В.А. Современные направления в лингвистике.- М.: РУДН, 2008.- 220.
[‘эл.вар. www.books.gumer bibliotec]
6. Gumperz J.J. Sociocultural knowledge in conversational influence // Linguistics and
Anthropology.- Washington: Georgetown University Press, 2007.- P.161-211.
7. Hall E. Beyond Culture.- New York.- London: Groom Helm, 2004.- 504p
BENEFITS OF USING LITERATURE IN DEVELOPING INTERCULTURAL
COMPETENCE
Ikram Xalmuratov – trainee teacher
Nukus state pedagogical institute named after Ajiniyaz
Shakhnoza Jusipbaeva – teacher
Nukus Medical and IT college
In the realm of foreign language teaching, the integrating cultural elements into teaching
process is becoming essential, with the most pressing issue being the intercultural aspect. The
intercultural approach is especially important when teaching foreign languages to students of
language specialties, for whom foreign language is a professional activity.
Just as the concept of culture, literature can be difficult to define. Encyclopaedia Britannica
defines literature as a div of written works and it can be divided into a variety of different categories
such as language, national origin, historical period, genre and subject matter.
Erkaya puts attention on the benefits of using short stories in the classroom and mentions that
short stories can be motivational and lead to cultural and higher order thinking. Since short stories
often have a beginning, middle and an end it can encourage students to continue reading and finish it
to find out how the conflict is being resolved [2;41].
176
Literature acts as a mirror to society, capturing its essence and reflecting its concerns.
Playwright George Bernard Shaw actively used his work to expose social problems, while novelists
like Charles Dickens and Thomas Hardy portrayed the social realities of their times. Even the natural
world plays a role, with Hardy's novels influenced by the often-gloomy British climate. This focus
on weather is reflected in the rich vocabulary for describing sunlight, a precious rarity in Britain.
The meaning of literature can also shift depending on cultural context. Shakespeare's sonnet
comparing his love to a summer's day might be a compliment in Britain, where summers are mild,
but carry a different meaning in India, where summers are scorching.
Language itself is defined by a culture. We cannot be competent in the language if we do not
also understand the culture that has shaped and informed it [1;4].
Indirectness often manifests in various illocutionary acts. Saville-Troike recounts a fascinating
example of indirect communication during a host-guest interaction [4;89]. Visitors from Asia,
unfamiliar with English and American table manners, may unintentionally go hungry in Britain and
the United States. When a Western host asks if they would like another serving, the guests respond
with a seemingly straightforward ‘no,’ which actually implies ‘ask me again.’ Unfortunately, the
hosts, equally unaware of the cultural norms specific to their guests’ countries, interpret this negative
response literally and refrain from offering more food or drinks. Interestingly, English individuals
encounter the opposite situation in countries like India, where their ‘no’ is often perceived as polite
refusal, leading them to reluctantly consume food they may not desire. This highlights how cultural
context shapes the interpretation of language and underscores the importance of understanding
indirect communication cues in cross-cultural interactions.
The way people try to convince others can vary greatly between cultures and even dialects of
the same language. These differences in how conversations are structured can lead to
misunderstandings when people from different backgrounds communicate [3; 102]. As Tannen
remarks, all aspects of the content and form or matter and manner of human communication are
culture-specific [5;240]. Communication is inherently shaped by culture. We learn to communicate
within our social groups, which are local and not universal. This raises a question similar to
Wierzbicka's point: why do we assume communication strategies are identical across cultures when
our experiences are clearly local? The problem lies in ethnocentrism, where we view our own ways
as the norm. In reality, communication norms differ greatly between cultures, languages, and even
dialects [6;71].
Cultural influences, both observable and intangible, significantly shape people’s thinking,
linguistic expressions, and non-linguistic behavior. These cultural factors play a crucial role in
determining our expectations and interpretations of others’ actions. As cultures mold our behavior
and our understanding of others, there are important implications for education. Lack of awareness
regarding cultural conditioning in multicultural contexts can lead to miscommunication, amusing or
embarrassing situations, and even conflicts. Therefore, syllabus designers, textbook writers and
teachers need to work together to create an agenda that enables foreign language learners to switch
over with comfortable facility from native variety-specific use of speech functions to non-native
variety specific use of speech acts, and from their own variety specific use of speech acts to native
variety-specific speech acts whenever it is necessary.
In addition to using literature to develop universal communicative competence, we can leverage
various English literary works to enhance intercultural communicative skills. Initially, we can provide
authentic language samples from English literature. Learners can then analyze the social and
interpersonal functions of speech acts within these literary contexts.
By integrating literature and cultural context, we empower learners to navigate diverse
communication norms effectively.
In conclusion, the integration of cultural elements into the foreign language teaching process is
imperative, particularly with the growing recognition of the intercultural aspect as a pressing issue,
especially among students specializing in language studies. Literature, often challenging to define,
serves as a profound reflection of societal dynamics, encapsulating cultural nuances and shaping
perceptions. Through literature, learners delve into diverse cultural contexts, unraveling the intricate
177
relationship between language and culture. Moreover, literature acts as a conduit for understanding
the dynamic shifts in meaning across cultural landscapes, emphasizing the inseparable bond between
language and its cultural underpinnings. The significance of cultural awareness extends beyond
language proficiency, influencing communication patterns and interactions. Awareness of cultural
conditioning is pivotal in fostering effective cross-cultural communication, mitigating
misunderstandings, and fostering mutual understanding. Educators, syllabus designers, and textbook
writers must collaborate to develop comprehensive educational frameworks that enable learners to
navigate diverse communication norms seamlessly. Leveraging literature alongside cultural context
enhances learners' ability to navigate communication nuances effectively, facilitating the
development of intercultural communicative skills essential in today's globalized world.
REFERENCES
1.
Aynazarovna A. B. DEVELOPMENT OF INTERCULTURAL COMPETENCE OF
STUDENTS IN LEARNING ENGLISH //International Journal of Pedagogics. – 2022. – Т. 2. – №.
10. – С. 1-6.
2.
Erkaya, O. R. (2005). Benefits of Using Short Stories in the EFL Context. Online
Submission, Asian EFL Journal Vol 8, 2005
3.
Loveday, L. ‘Rhetoric Patterns in Conflict: the Socio-cultural Relativity of Discourse
Organizing Processes’, in Journal of Pragmatics, Vol. 7, 1983. 169-190
4.
Saville-Troike, M. The Ethnography of Communication: An Introduction. Oxford: Basil
Blackwell, 1982
5.
Tannen, D. ‘The Pragmatics of Cross-cultural Communication’, in Applied Linguistics, Vol.
5, No. 3, 1984, 189-195
6.
Wierzbicka, A. ‘The Semantics of Direct and Indirect Discourse’, in Papers in Linguistics,
Vol. 7, No. 4, 1974. 267-308
7.
Wolfson, N. ‘Compliments in Cross-cultural Perspective’, in J. M. Valdes (ed.) Culture
Bound: Bridging the Culture Gap in Language Teaching. Cambridge: Cambridge University Press,
1986.
ÁDEBIY SHIǴARMALARDAǴI FRAZEOLOGIYALIQ SÓZ BIRLIKLERINIŃ
PRAGMATIKASI
Ikram Xalmuratov
Inglis tili hám ádebiyatı kafedrası oqıtıwshısı
NMPI
Dúnya til biliminde xalıqlardıń tili tariyxı, turmıs tárizi, milliy ózgeshelikleri, úrp-ádet hám
dástúrleri, milliy-mádeniy ózine tán ózgeshelikleri ulıwma hám ózinshelik táreplerin frazeologizmler
tiykarında úyreniwge qaratılǵan ilimiy-izertlewler kólemi kúnnen-kúnge keńeyip barmaqta. Sońǵı
dáwirde alıp barılıp atırǵan ilimiy izertlewlerde tildiń pragmatikalıq ózgesheliklerin úyreniw baǵdarı
rawajlanıp barmaqta.
Olardıń arasında óziniń qurılısı, mánilik ózgeshelikleri menen ajıralıp turatuǵın birlikler –
frazeologiyalıq sóz dizbekleri de bar.
Dúnya til biliminde, sonday-aq tuwısqan tillerde de frazemalardı lingvomádeniy,
psixolingvistikalıq, kognitalogiyalıq, paralingvistikalıq, pragmalingvistikalıq táreplerin úyreniwge
úlken itibar qaratılmaqta. Tildegi bay frazeologiyalıq materiallar tiykarında bunday etip talqılaw til
ilimi ushın úlken jetiskenlik, bay ilimiy derek bolıp xızmet etedi.
Lyonz bılay deydi; «Pragmatika tıńlawshını berilip atırǵan axborottı tap sóylewshi
qálegenindey qabıl etiwge shaqırıw, maqseti ushın say keletuǵın tillik birliklerdiń kommunikaciyada
qollanıwı” dep túsindiredi. Pragmatika lingvistikalıq qurallardıń shaxslarara sóylesiwindegi rolin
anıqlaw menen shuǵıllanadı. T.V.Kolshanskiydiń aytqanınday, sóylewshi subekt tuyǵı sezimlerge tán
bolǵan belgilerden ajıralǵan halda belgili bir xabardı jetkeriwi múmkin emes. Sóylew mazmunına
únles, say tuyǵı sezim hám barlıq bahalar anıq tıńlawshıǵa qaratılǵan boladı. Áne usı tıńlawshı ushın
