ISSN: 3030-3931, Impact factor: 7,241
Volume 7, issue 1, Aprel 2025
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worldly knowledge
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Original article
306
FEATURES OF DEVELOPMENT OF INTERCULTURAL COMMUNICATION
COMPETENCE THROUGH ENGLISH LANGUAGE
Visola Mansurova Bahodirovna
Students of the 750-22nd group of the Faculty of Foreign
Languages of the JDPU, English Language and Literature
Scientific supervisor:
Safarova Dildora
Teacher of Jizzakh State Pedagogical University
Abstract:
This article discusses the relationship between linguistic competence and intercultural
communication competence and the role of English language teaching in students' intercultural
communication competence. The article explores how to develop the intercultural
communication competence of English language learners in English language teaching, as well
as understanding the important goals of English language teaching.
Key words:
English language, English language teaching, linguistic competence, intercultural
communication competence
Speaking about the competence of intercultural communication, first of all, we should pay
attention to the literal meaning of the word competence. Therefore, the concept of "competence"
is derived from the Latin word "competere" - to match, and means "suitable, worthy of one's
profession".[1] In addition, this word in a broad sense also means the ability to apply existing
knowledge and skills in practical experience in solving general or specific comprehensive issues.
Therefore, competence is the ability to apply the acquired knowledge, skills and abilities in
practice, activities that lead to the expected result.
If we look at the history of linguistics, the term "competence" was first used by N. Chomsky in
the middle of the 20th century, and evaluates it as a set of knowledge, skills and abilities oriented
towards activities in the process of language use.
Some scientists who are his followers interpreted this concept as a competence approach. In this
case, the concepts of competence and competence approach are noted as factors indicating
effectiveness in education.
The general goal of the socio-cultural approach in language education is to prepare students for
active cooperation through the development of intercultural communication competence in a
multicultural world through foreign language tools. Language is a tool that reflects a certain
socio-cultural reality, and by mastering it, we also master the landscape of the world belonging
to culture. Knowing a language is actually a sign of culture. We all know that our great
grandfathers knew two or three languages since ancient times. This allowed them to freely
communicate with representatives of other nations and live in harmony. That is why it is
extremely important to develop the intercultural communication competences of cadets in the
teaching of a foreign language, which is effective not only for mastering a foreign language as
deeply as necessary, but also for establishing large-scale social and cultural relations between the
peoples of different countries is one of the means of influence.
ISSN: 3030-3931, Impact factor: 7,241
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Original article
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Nowadays, the main goal of teaching foreign languages should not be limited to imparting
linguistic knowledge, skills and qualifications, and even learning information about country
studies as in a pamphlet. Ter-Minasova's opinion about this is as follows: "...in the pedagogical
process, the ability to participate in intercultural communication should occupy the main place.
This is especially important now, when "the intermingling of peoples, languages, and cultures is
unprecedentedly widespread - to educate tolerance to other cultures, to arouse interest and
respect for them, as well as the excesses and deficiencies of other cultures." or coping with
feelings of dissimilarity are cross-cutting. It is in this connection that a comprehensive interest in
the issues of intercultural communication arose" [3].
In fact, we can say that the socio-cultural context of teaching foreign languages has changed.
At the current stage of teaching languages of international communication, knowing the
culture of the country whose language is being studied is important in using the language.
Learning language together with culture is the main direction of modern language education, and
being able to effectively use it in practice leads to great success. Language cannot be studied in
isolation from the culture of the society being studied, language and culture are a whole concept
that is always used side by side. Because language is a product of society's development and a
carrier of its culture. Even when linguistic competence is sufficient or even at a high level, the
effectiveness of communication in a foreign language may decrease due to the lack of
knowledge about non-linguistic existence.
A.V. Khutorskoy also studies and differentiates between valuable-meaningful, general cultural,
educational, informational, communicative, social-labor, and personal self-improvement
competencies. The author states that such a list of basic competencies "is based on the main
goals of general education, the structural structure of social experience and personal experience,
and the main types of activities that allow the student to acquire the skills of social experience,
living and practical activities in modern society"[ 4] notes that.
Another scientist D.F. And Ilyasov includes the following among the main competencies in
learning a foreign language as an academic subject:
- social competence - the ability to act taking into account the views of other people in a society;
- subject competence, that is, the ability to understand language as a means of learning and
communication;
- informational competence - the ability to master information technologies, the ability to
work with any type of information and the ability to use information technologies in language
learning;
- projective competence - the ability to create one's own product, to make decisions in
individual and collective activities and to be responsible for one's decisions;
- socio-cultural competence - the ability to act in accordance with one's own culture and that
of others, using universal etiquette, cultural identity and legal knowledge;
- communicative competence, that is, the ability to understand others and be understandable
to them using means of communication in a foreign language [5].
ISSN: 3030-3931, Impact factor: 7,241
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Original article
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Development of socio-cultural competence requires socio-cultural adaptation, integration of a
person into a new culture.[6] Most researchers interpret socio-cultural competence in relation to
country studies and cultural studies. The emergence of the science of linguistics and cultural
studies also confirms the emergence of these views.
N.A. Salanovych states as follows that studying the language together with country studies
arouses a strong interest in the study of students and allows solving four issues related to
language, folk culture, history of country studies, and traditions in modern education in the
process of communication[7]. According to the classification of I. A. Zimnyaya and in
accordance with the recommendation of the Council of Europe, sociocultural competence is a
competence related to life in a multicultural society, that is, a group of competences "related to
interactions between a person and the social sphere" [8] . So, socio-cultural competence is
inextricably linked with universal and social competences, and it serves as the main factor in the
development of intercultural communication competence.
Intercultural communication aims to develop the component:
achieve competence in foreign culture;
know their culture and be able to talk about it;
achieve intercultural understanding that leads to respect for others and tolerance;
to have the ability to analyze one's own culture and that of others.
In teaching a foreign language, the competence of intercultural communication is formed on
the basis of knowledge about the customs and traditions of the country where the language is
being studied. This includes knowledge and skills of communicative behavior in speech
communication actions; Verbal and non-verbal behavior skills and competencies form the
content of national culture. Formation of socio-cultural knowledge and skills means expanding
the scope of knowledge in linguistics and country studies based on the characteristics of the
chosen profession at the expense of new topics and problems of speech communication.
Thus, the competence of intercultural communication helps to form a sociological component
based on information about culture, philosophy, ethnolinguistics, history, literature, geography
and country studies. Therefore, this component is based on the generalization of the knowledge
obtained from the fields of sociology, linguistics, and country studies, and introduction to
ethnocultural universal culture. It helps to learn from the point of view of the values of the
unique culture of different peoples and their contribution to the development of world culture.
References:
1.
Хомский Н. Язык и мышление / Н.Хомский. – М.: Изд-во Моск. ун-та, 1972.
– 122 с.
2.
White R.W
.
Motivation Reconsidered: the Concept of Competence // Psychol. Rev. -
1959. - Vol. 66, N 5. - P. 297-332.
ISSN: 3030-3931, Impact factor: 7,241
Volume 7, issue 1, Aprel 2025
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Original article
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3.
Равен Джон. Компетентность в современном обществе. Выявление, развитие и
реализация. – М., 2002.
4.
Hymes, D. (1972). “Competence and Performance in Linguistic Theory”, in R.Huxley
and E.Ingram (eds.) Language Asquisition: Models Bed Methods. New York: Academy Press,
pp.3-23.
