Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Formation of intercultural communication skills among
students of higher educational institutions
Gulnoza AZIMKULOVA
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received March 2024
Received in revised form
10 April 2024
Accepted 25 April 2024
Available online
25 July 2024
In this article,
“communication skills” is considered
a
person's ability to resolve conflicts competently, communicate
with other people, adequately interpret the information
received, and convey it correctly. The author concludes that it is
necessary to shift the emphasis from the informative function of
language to the communicative one.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3-pp286-290
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
culture,
communication,
skills,
training,
foreign language,
other,
development,
learning,
motivation,
reading,
empathy.
Oliy
o‘
quv yurtlari talabalari
o‘
rtasida madaniyatlararo
muloqot k
o‘
nikmalarini shakllantirish
ANNOTATSIYA
Kalit so‘zlar
:
madaniyat,
muloqot,
k
o‘
nikmalar,
trening,
chet tili,
boshqa,
rivojlanish,
o‘
rganish,
motivatsiya,
o‘
qish,
empatiya.
Ushbu maqolada “muloqot qobiliyatlari” atamasi insonning
nizolarni t
o‘g‘
ri hal qilish, boshqa odamlar bilan muloqot qilish,
olingan ma
’
lumotlarni adekvat talqin qilish va uni t
o‘g‘
ri
etkazish qobiliyati sifatida qaraladi. Muallif tilning informatsion
funktsiyasidan kommunikativga ur
g‘
u berish kerak degan
xulosaga keladi.
1
Senior Lecturer, Department of German Language and Literature, Samarkand State Institute of Foreign Languages.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
287
Формирование навыков межкультурной коммуникации
у студентов высших учебных заведений
АННОТАЦИЯ
Ключевые слова:
культура,
общение,
навыки,
обучение,
иностранный язык,
другое,
развитие,
обучение,
мотивация,
чтение,
эмпатия.
В данной статье термин «коммуникативные навыки»
рассматривается как способность человека грамотно
разрешать конфликты, общаться с другими людьми,
адекватно интерпретировать полученную информацию и
правильно ее передавать. Автор приходит к выводу о
необходимости смещения акцента с познавательной
функции языка на коммуникативную.
INTRODUCTION
The study of foreign languages has a long history. When a person began to cross the
borders of countries in his life, he began to study foreign languages. He had to learn other
languages to communicate with representatives of other nations. A foreign language is directly
integrated into the culture in question and is considered not as an end in itself, but as an
important tool for understanding the surrounding world and understanding social experience.
This approach is also called the realistic approach in the literature.
At a time when the economic situation of Uzbekistan and other countries of the world
has become relevant, on the one hand, the idea of preserving the identity and cultural
characteristics of each country and the idea of tolerance towards them, and on the other hand,
without universal moral values, it remains impossible to consider and accept other cultures
regardless of specific historical time or ethnic traditions.
When people of different cultures meet each other, regardless of the environment
and the reason, this contact situation often places much higher demands on the above-
mentioned people than interaction within the same culture. Anyone who has spent a long
time abroad or regularly interacts with people from other cultures in their own country
can report cross-cultural communication problems and misunderstandings. As a result of
increasing internationalization and globalization, many people have realized that issues
often arise in intercultural interactions. However, it is not always clear what the causes of
the difficulties that arise are, much less how they can be overcome. Xenophobia is only
the ultimate consequence of a lack of intercultural competence. Through contact with
other cultures, people gain experiences that can have a lasting impact on their self-
esteem and overall ability to function.
Over the past decade at the latest, intercultural competence has undoubtedly
emerged as a core competency of great importance in the context of debates about
globalization, internationalization, and multiculturalism. Given current social
developments, such as the increasing globalization of the economy and the
internationalization of science, as well as the growing multiculturalism in everyday life,
there is a growing awareness that successful interaction with members of other cultures
requires special attitudes and skills.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
288
METHODS
Learning a foreign language always means, in a sense, becoming familiar with a
culture foreign to your own. However, the degree of strangeness here is quite spread out.
This degree is critical to the following: intercultural communication occurs in
understanding between people of different cultures. If it is an interaction between people
belonging to significantly different cultures and having significantly different worldviews,
for example, an Indian and an Austrian, it is called intercultural communication.
However, if this interaction occurs within a social or regional group, such as the Germans
and Austrians, it is said to be intracultural communication, i.e. communication within a
culture whose worldview has the same basic attitude. This precise delineation of cultures
is not unproblematic because, depending on the research interest, it must be clarified in
advance. From a sociological point of view, culture is differentiated into social groups or
subcultures, which in turn are formed depending on language, region, class, gender, and
professional affiliation. Thus, not only is there a distinction between different cultures,
but distinctions can also be made within a culture. From the point of view of foreign
language didactics, language is the main distinguishing feature. However, in foreign
language teaching, language, society, and culture are very closely related. Here, according
to scientists, language becomes the world of life, which reflects cultural, social, and
personal formative knowledge. Language becomes a means of spreading culture. Thus,
intercultural communication involves the idea of relationships and exchanges between
different cultures. However, this is not so much about comparing two cultures, but about
their interaction in ways of communication. This definition allows us to distance
ourselves from the traditional substantial concept of culture, which seems objective,
autonomous, and rather immobile. The new definition takes a systematic-dynamic
perspective in which cultures are heterogeneous social processes that are evolving and
mobile. It is important to note that social groups never exist in isolation, but are always in
contact with other social groups. Thus, cultures are defined by their mutual relationships
with each other and by their character.
RESULTS
Thus, intercultural communication has nothing to do with identifying others and
establishing differences based on ethnocentric standards. Rather, it is about creating a
field of interaction in which relationships are sought to be established between culturally
identified groups. Communication always requires people, because they are the ones who
establish or mediate relationships between cultures. However, communication always
requires the identification and identification of these people, since they represent the
basis of communication. To exchange, you need to understand both your personality and
the personality of your interlocutor. This includes social status, occupation, gender,
nationality, etc.
During studies, the foundations of intercultural competence are usually laid. The
aforementioned
training
programs
with
a
focus
on
“intercultural
communication/competencies
” as well as specific intercultural training courses do exist.
However intercultural competence is usually acquired during and in parallel with
studies. Many cultural studies subjects offer particularly good conditions for acquiring
intercultural competence, such as foreign language philology, sociology, history, or, of
course, ethnology, which encourage and require the study of societies and cultures other
than your own at a substantive level. However, there are also many opportunities
–
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
289
regardless of the subject of study
–
to develop your own intercultural competence during
your studies.
DISCUSSION
Intercultural competence is not just a skill that we practice in everyday life and
that we need every day. This is also the subject of scientific research. However, no single
academic subject is responsible for the study of intercultural competence but rather
requires collaboration between different disciplines.
A slightly different view of intercultural competence arises when we look at
interactions within a multicultural society. Social contact between members of different
cultures is part of the daily life of most people in the modern world, which is often
characterized by migration.
Contact between different communication communities initiates or enables the
teaching and learning process. What we have learned is critical to our future
relationships with other cultures. Thanks to the partial competencies acquired in this
way, intercultural competence is developed step by step. These partial competencies
make us recognizable in a foreign culture, since in the second and third cultures you, in
principle, cannot become completely “native”. But our intercultural competence grows
with more cultures and can be trained. The question arises of how possible this is when
teaching a foreign language with a heterogeneous group.
The widespread development of information and communication technologies and
their penetration into all spheres of society in the last ten years has been a trend in global
development. Information and communication technologies are a whole world of
unlimited possibilities that can be effectively used when teaching foreign languages. In
addition, it is important to emphasize another feature of university students
’
intercultural communication skills: its formation cannot be assessed by achieving the
final goal. This requires analysis and assessment of behavior in conditions of intercultural
communication, and the ability to effectively communicate with business representatives
of other cultures. This means that there is always an opportunity to gain new
experiences, learn, experience different forms of cultural diversity, deepen your cultural
knowledge, and improve your intercultural communication skills in the professional field.
For intercultural communication, professional knowledge of a foreign language
should create conditions for understanding others and a foreign culture, and its
transmission should be based on the means of one
’
s own culture. Therefore, the
formation of intercultural communicative competence should include cultural studies,
regional studies, and differentiating a whole layer of social spheres
–
cultural and
linguistic knowledge, communication, and strategic skills. The main attention should be
paid to behavior, which represents the regulation of speech and non-speech behavior.
Culture can be understood as a collection of emotions, ideas, and attitudes, a certain type
of mentality, and a certain cognitive framework. One thing is clear: you cannot study the
culture of a country from textbooks, and you cannot teach it using culture in the most
perfect ways, it can be mastered in the process of intercultural communication because
mastering a certain part of the culture is the result. of all communication.
CONCLUSION
From the above, we can conclude that to achieve this, the level of development of
society, which can be fully effective, must be integrated into the education of intercultural
interaction, the ability to respond to other cultural phenomena in the process of
developing intercultural competence and the education of tolerance. Cultural relations
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
290
are an important component of communication, and they are created as a result of
existing values, norms, knowledge, and mutual enrichment of different cultures.
In conclusion, cultural differences exist not only between individual cultures, but
also between values, and patterns of behavior arise between generations, as well as
between different social classes within a culture.
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