Volume 02 Issue 05-2022
16
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
16-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The importance of cross-cultural approaches to teaching foreign languages is discussed in this article. In teaching
English, the importance of enhancing pupils' cross-cultural competency has been empirically examined.
KEYWORDS
Language, culture, approach, competence, student.
INTRODUCTION
Changes in numerous domains of society since the last
decade of the previous century have resulted in a shift
in the standing of a foreign language (FL) as an
academic topic. The societal functions of foreign
languages have grown. For large segments of society,
knowing a foreign language has become a necessity.
"As a result of modern integration progress and the
intensification of interaction between countries in an
open and interconnected world, a foreign language
has emerged as an educational priority, as an essential
component of the model of a modern specialist, and as
an effective tool for preparing the younger generation
for life in the new conditions of international
interaction and cooperation of a sovereign state,
attracting increased attention and social importance."
There have been significant improvements in this area,
both in terms of substance and structure. A network of
creative schools has been established, and the number
of gymnasiums, lyceums, specialized and specialized
schools has expanded. Changes are being made in the
technology of teaching foreign languages, and work is
begun to update the methodology of foreign language
Research Article
INTERCULTURAL
COMMUNICATION
IN
TEACHING
FOREIGN
LANGIUAGES
Submission Date:
May 05, 2022,
Accepted Date:
May 15, 2022,
Published Date:
May 25, 2022
Crossref doi:
https://doi.org/10.37547/ijll/Volume02Issue05-04
Abduqodirov Umidjon Nazirovich
Teacher of Ferghana Polytechnic Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 05-2022
17
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
16-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
education, including the utilization of positive foreign
experience in both theory and practice.
Modern global trends in the development of the world
community, the consideration of language as a
translator of global human culture, the expansion of
international integration and intercultural interaction,
the strengthening of the culture-forming and
cognitive-communicative function of the language, the
reorientation for the purposes of foreign language
education to the formation of the subject of
intercultural communication, and the election of the
content of foreign language education " culture
through language” and many other factors led to a
radical revision of the methodology of foreign
language education, the basic concepts and categories
of this scientific field, which is possible, with the above
components of the modern philosophy of foreign
language
education,
the
nomenclature
of
methodological approaches and principles. While
maintaining such a methodological category as a
“concept” as a fundamental one, the theory of
teaching foreign languages has been enriched with a
number of interrelated components of the leading
modern concept of teaching foreign languages -
“intercultural communication”, which are defined by
researchers either as “approaches” (anthropocentric,
sociocultural, cognitive, pragmatic etc.), either as
principles (personality-centered, cultural, cognitive,
pragmatic, discursive, etc.), or as didactic categories -
competencies, sub-competences (intercultural, socio-
cultural, discursive, etc.). [1]
The social order of society at this level of growth
necessitates not only the ability to communicate in a
foreign language, but also the ability to perceive and
adapt to the culture of the people who speak the
language being studied. For this, it appears that it is
necessary to consider the socio-cultural characteristics
of the language under study, which means going
beyond the redistribution of the language in a person's
social history, his system of social knowledge,
worldviews, systems of values and attitudes, features
of speech behavior, and forms of consciousness.
Intercultural communication is defined as "a set of
special processes of contact between persons
belonging to various cultures and languages" in light of
the socio-cultural approach to language learning in
modern technique of training and mastering foreign
language communicative activity. It occurs between
interaction partners who are aware of the fact that
they are "other" and recognize the "otherness" of the
"partner" while also belonging to distinct cultures. A
foreign language (FL) is a vital tool for globalization
and societal integration, as well as intercultural
dialogue. The expansion of a foreign language's
functions has resulted in a rethinking of key issues such
as teaching methodology in textbooks and manuals,
the formation of provided types of competencies
(language,
communicative,
sociocultural,
compensatory, educational), control of knowledge,
skills, and abilities by types of speech activity, and
organization and control of independent student
work.
"A person senses the world, learns to equip it, lives in
it, and understands the phenomena of the surrounding
reality through a model produced in the native
language," according to this concept. The perception
and understanding of the new "not mine" expands this
approach in FL research. The key thing becomes the
exchange of information in the communication
process, rather than knowing the language.
The student-centered approach to learning has
become the leading one. According to this approach,
the focus is on a specific student with his needs,
interests and abilities. In order to improve the quality
Volume 02 Issue 05-2022
18
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
16-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
of education in Russia, linguistic and cultural (E.M.
Vereshchagin, V.G. Kostamorov), sociocultural (V.V.
Safonova), linguistic and cultural (V.V. Vorobyov, V.P.
Furmanova), cultural (E.M. Vereshchagin and V.G.
Kostomarov) and other approaches. [2]
Several scientific and experimental studies on various
aspects of the application of a student-centered
approach to learning have been conducted, several
international and regional conferences on topical
issues of this approach have been held, many
textbooks and manuals have been created, and a large
number of articles covering various aspects of a
personality-oriented approach to teaching a foreign
language have been published.
However, many problems have arisen in this direction
that are waiting for their scientific, scientific-
experimental solution. These problems are related to
the formulation of the learning goal, the rationalization
of the content of training (hereinafter CT), the
improvement of the organization of CT, the
development of teaching technologies and methods
for monitoring the formation of speech skills and
abilities of students, etc.
Aim:
1)
Organization of communication at the intercultural
level,
2)
Development in students of the need and ability to
take part in it.
Tasks to form a person's ability to international
communication. This process is carried out in
educational conditions in conjunction with 1) students
learning a foreign language code (development of
speech experience) and, secondly, the development of
their cultural experience, in which one can isolate the
attitude of the individual to himself, to the world, as
well as his experience of creative activity.
Intercultural
competence
covers
mainly
the
ontological aspect of the formation of a personality,
while competence covers its language and speech
abilities.
Three aspects of the integrative learning goal: 1)
pragmatic (practical), 2) cognitive, 3) pedagogical.
The purpose of teaching a foreign language is to
develop the student's ability for intercultural
interaction and to use the language being studied as a
tool for this interaction.
The technology for the formation of intercultural
communication skills has not been developed. There is
a point of view according to which "communication
between representatives of different languages and
cultures is realized with the greatest completeness and
efficiency in the case when a significant place is given
to national culture in the process of teaching a foreign
language." The study of a foreign language and culture
provides for a comparative communicatively oriented
co-study of a foreign language and a foreign culture,
since the features of language and culture are revealed
by comparison, with a comparative study of languages
and even more cultures. From practice, there are many
cases where mistakes or simply violations of
behavioral, ethical norms accepted in the culture of a
particular people can cause misunderstandings,
conflicts, because “dialogue between representatives
of different cultures often fails not because of
ignorance of the language, but because for ignorance
of the cultural background. [2]
However, in pragmatics, based on the material of most
languages, English and Uzbek, in particular, the
phenomena of culture in comparative terms are not
Volume 02 Issue 05-2022
19
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
16-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
sufficiently studied, which exacerbates the difficulties
of developing intercultural communication skills;
Another
problem
in
teaching
intercultural
communication is the paradoxical fact, according to
which, in educational conditions, the development of
intercultural communication skills is indirect, because it
is carried out between speech partners, carriers of the
same culture.
An important problem of teaching intercultural
communication is the insufficiently high level of
intercultural competence of a foreign language
teacher; One of the main reasons that, in practice,
foreign language lessons remain language lessons, but
not foreign culture lessons, is that a foreign language
teacher is not a carrier of a foreign culture, but is only
its repeater. E.M. Vereshchagin and V.G. Kostomarov
believe that despite the fact that a teacher of a foreign
language
has
certain
skills
of
intercultural
communication, it is unlawful to consider him a
bicultural personality. This requires a completely
different level of entry into another culture -
acculturation, understanding how the process of
assimilation by a person who grew up in culture A,
elements of culture B. [1]
Questions of methodology for controlling the
formation of intercultural communication skills are
undeveloped, which has a negative impact on the
effectiveness of training. In this area, the most relevant
are the definition of objects and methods of control,
the development of criteria for the formation of skills,
etc.
The lack of textbooks and teaching aids provided with
comparative cultural materials is also a negative factor
in teaching intercultural communication in a foreign
language.
With a foreign language and, above all, its subject
aspect (i.e. cultural phenomena that students read,
write about, about which they learn from a teacher,
from a textbook, etc.) is not an advertisement for
someone else's way of life, but the basis for developing
students' ability to look at the world through the eyes
of a native speaker of the target language. From this
point of view, no foreign textbook, even one that
represents a modern methodological concept, can
satisfy the needs of the Russian school, since in line
with the intercultural paradigm it is wrong to limit the
educational process only to the linguocultural
parameters of the country of the language being
studied. A significant place in the educational process
should be occupied by the native linguistic and ethnic
culture of the student. This process is aimed at
developing a student's understanding of the linguistic
and cultural specifics of the native speaker of the
language being studied while maintaining the
"individual national natural style" of communication,
which is intended to distinguish his speech and non-
speech behavior in intercultural communication with
foreign peers. The unit of such intercultural learning is
not a lesson, but a knot of problems as a unit of
education of a cultured person, formulated in the form
of questions - these “dialogue triggers”, addressed
both to oneself and to interlocutors. [3]
The goal of IL (intercultural learning) is preparation for
contact with another culture, adequate behavior in a
foreign culture, i.e. the formation of a "third" culture
of personality; as content - works of the basic culture
of the individual in the form of texts of a different
nature; as a unit of learning - problems relevant for
intercultural contact; as a method - an interactive
method, in the center of which is the process of
intercultural dialogue, models of behavior in
intercultural conflict situations.
Volume 02 Issue 05-2022
20
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
16-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
Stages of IL:
1.
Assimilation of background information about the
facts of a given culture in the form of works of
culture (texts) on a contrasting basis, in
comparison with the facts of one's own culture, in
highlighting the differences between cultures:
comparison of the basic cultures of the individual -
one's own and studied, i.e. acquisition of certain
knowledge.
2.
The interpretation of the learned facts of the basic
culture in intercultural contacts and conflict
situations, the allocation of its "cultural standards"
of the ethnic, political and economic plan,
influencing thinking, values, and actions represents
this particular culture - the formation of value
orientations of the individual.
3.
Playing out intercultural situations, during which
students
alternately
play
the
roles
of
representatives of basic cultures. In this process,
there
is
a
change
in
the
system
of
“contemualization” (Helmolt, Muller) of the
personality, i.e. a change in the cultural
background
when
receiving
certain
communicative signals from an interlocutor - a
representative of another culture, which leads to
the formation of a "third" culture of the individual,
i.e. qualities, habits, ways of personality activity are
formed.
The content of the training is the following
components:
Spheres of communicative activity (themes,
situations),
Language material, rules for its design and
operation;
A complex of special (speech) skills;
The system of knowledge of the national - cultural
characteristics and religions of the country of the
language being studied, a minimum of etiquette -
visual forms of speech and the ability to use them
in various areas of speech communication;
Educational compensatory (adequate) skills,
rational methods of mental work, providing a
culture of language acquisition in educational
conditions and a culture of communication with its
native speakers.
Insufficient number of hours on the subject "Foreign
Language" for the implementation of the goals and
objectives of education, on the one hand, the
development of pedagogical technologies and other
teaching aids, on the other, necessitates paying special
attention to the independent work of students. The
content of independent work of students and the
necessary guidelines for its organization and control
should be reflected in a special section of the program.
The ratio of independent work of students and
classroom work should be set at 50-50. When
determining the final grade for a foreign language
course, a certain percentage of its points should be an
assessment for independent work of students.
Another methodological provision established in the
pedagogical sciences recently is the variability of the
program (T.V. Markova). This provision is based on the
theory of differentiation and individualization of
learning. According to this provision, the program
must have at least two options for the level of its
construction: a) general conceptual, b) educational
and practical. Communicative language teaching
appeared in the 60s in the British method of teaching
languages. Then, according to the British method, the
language was taught on a situational basis. The basic
structures (sentences) of the English language were
practiced in various situations of communication. In
the mid 60s. In the United States, the theory of
Volume 02 Issue 05-2022
21
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
05
Pages:
16-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
language about audiolingualism was rejected. British
methodologists questioned the theoretical principles
of the method of situational language teaching.
REFERENCES
1.
Khaleeva I.I. On gender approaches to the
theory of teaching languages and cultures //
News of the Russian Academy of Education. –
2000, №1- p.11.
2.
Khokhlova V.V., Khokhlova Yu.V. IYaSH, 2004,
№3.p. 76-81.
3.
Kunanbayeva S.S. International learning: the
problem of goals and content of teaching FL //
IYaSh, 2006. -p.24-25.
4.
Djakhonobodovna K. G., Nazirovich A. U.,
Yigitalievna K. M. Innovative assessment of
students’ experience in higher educational
institutions //Вестник науки и образования. –
2019. – №. 19-3 (73). – С. 46-48.
5.
Abdukodirov U. N. Using of dictionary sources
for improving integrated teaching methods
//Scientific Bulletin of Namangan State
University. – 2020. – Т. 2. – №. 11. – С. 230-234.
6.
Abduqodirov
U.
N.
INTERCULTURAL
CHALLENGES
IN
TEACHING
FOREIGN
LANGIUAGES //Scientific Bulletin of Namangan
State University. – 2019. – Т. 1. – №. 11. – С. 201-
206.
7.
Abdukodirov U. Materials development in
teaching
//МИРОВАЯ
НАУКА
2020.
ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ. – 2020. – С. 3-5.
8.
Tadjibaeva
A.,
Tashlanova
N.
THE
COLLABORATIVE APPROACH IN CONTENT
AND LANGUAGE LEARNING //Теория и
практика современной науки. – 2020. – №. 6.
– С. 31-34.
9.
Tadjibaeva A. THE ESSENCE OF EVIDENCE
BASED TEACHING TECHNIQUES IN LEARNING
A FOREIGN LANGUAGE //Экономика и социум.
– 2018. – №. 10. – С. 88-91.
10.
Adila, T. (2020). INFORMATION TECHNOLOGY
AS EFFECTIVE MEANS OF FOSTERING
STUDENTS
TO LEARNING A FOREIGN
LANGUAGE.
MODERN
SCIENTIFIC
CHALLENGES AND TRENDS, 196.
