Volume 03 Issue 10-2023
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
30-35
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article examines the contradiction between the theoretical justification of the priority of the formation of
linguistic and cultural competence in university teaching of a foreign language and the lack of modern methods that
contribute to this process. The main purpose of the study is to describe effective methods of updating linguistic and
cultural knowledge. The authors of the article draw attention to the importance of developing linguistic and cultural
competence, which allows students not only to master language skills, but also to understand foreign culture, its
values and features. As part of the study, the authors propose to consider effective methods of updating linguistic
and cultural knowledge that will help students to master a foreign language more deeply and fully. The article
describes various approaches, such as the use of group forms of work, including discussions and debates, as well as
the method of drama or dramatization. These methods allow students to be actively involved in the educational
process, express their opinions and develop linguistic and cultural competence.The study concludes that it is
necessary to improve teaching methods that would take into account the importance of linguistic and cultural
competence. The results of the study can be useful for teachers and methodologists involved in the development of
modern methods of teaching a foreign language, taking into account linguistic and cultural aspects.
KEYWORDS
Teaching a foreign language, competence approach, case methodology, cognitive-discursive competencies, creative
activity of students, socio-cultural competence, modernization of teaching, linguistic and cultural competence,
intercultural communicative competence, WebQuests, cultural aspect in teaching a foreign language
INTRODUCTION
Research Article
MODERN APPROACHES TO THE DEVELOPMENT OF LINGUOCULTURAL
COMPETENCE IN THE STUDY OF WRITING A FOREIGN LANGUAGE IN
HIGHER EDUCATION
Submission Date:
October 04, 2023,
Accepted Date:
October 09, 2023,
Published Date:
October 14, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue10-06
Navbahor Abramova
Doctoral student of Uzbekistan State University of World Languages Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
30-35
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Higher education today is focused on the development
of a professionally oriented personality using a
competent approach [4]. When integrating into the
general educational space, students need professional
mobility in order to communicate freely with
representatives of other cultures. The modern world
makes special demands on the individual in a global
society. To meet these requirements, it is necessary to
be a comprehensively developed and highly educated
person with good adaptive abilities [8]. The Republican
State Educational Standard of Higher Education
defines the levels of foreign language proficiency and
focuses on mastering linguocultural knowledge ( O'z
DSt 3557.2021, 2021), emphasizing the importance of
being able to implement the ideas of tolerance and
understanding the peculiarities of the traditions and
mentality of other cultures.
LITERATURE REVIEW
The relevance of this study is due to modern tasks that
involve a change in approaches to the formation of
linguocultural competence (LCC) in the process of
teaching a foreign language.
The purpose of this study is to promote the idea of the
need for continuous formation of the LCC in the
process of teaching foreign languages for a conscious
understanding of culturally marked units and free
communicative orientation in the diversity of a foreign
language society.
To achieve this goal, the following tasks were
identified:
Analysis of the methods and techniques used for the
formation of linguocultural competence: within the
framework of the study, an analysis of various
approaches and techniques used in teaching students
linguocultural knowledge was carried out.
Development of an algorithm for identifying and
analyzing linguocultural information in a foreign
language text: within the framework of the study, a
methodology or toolkit was created for identifying and
analyzing linguocultural information contained in texts
in a foreign language.
Description of the methods of work related to the
interpretation of linguistic and cultural phenomena
that express a certain linguistic community: in the
course of the study, methods were studied that help
students understand and interpret linguistic and
cultural features associated with a certain linguistic
community.
The analysis of the scientific literature carried out
within the framework of this study indicates that
linguocultural competence is a complex phenomenon
that combines the components of linguistics, cultural
studies and competence. There are various approaches
that allow focusing on the ability to interpret
knowledge about culture and interact with linguistic
material [9, 10]. It also notes the importance of
understanding the linguistic picture of the world and
the realization that linguistic signs and expressions
require the use of extralinguistic means for their full
understanding and interpretation [11].
The results of the study are in the selection of the most
effective methods and techniques for the formation of
LCC. The effectiveness of these methods is based on
such criteria as the level of foreign language
proficiency, the ability to interpret linguistic signs using
extralinguistic means and the use of linguocultural
knowledge to solve practical problems. The
Volume 03 Issue 10-2023
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
30-35
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
experimental work consisted of three stages:
preparatory (analysis of methods and techniques
based on various approaches that contribute to the
development of LCC), experimental (application of
these methods and techniques in the classroom and in
the process of independent work of students) and
post-experimental (analysis of the results) .
The analysis of the results showed that methods and
techniques based on the problematic and project
approaches are most effective for the formation and
updating of linguocultural knowledge.
This example demonstrates linguistic and cultural
features associated with geographical directions and
their expression in the English-speaking culture. Using
expressions like "up" north ", "down south ", "out
west ", "back east " is characteristic of the English
language and is associated with the characteristics of
this culture.
In Uzbek, we usually use expressions like "in the
north", "in the south", "under [Samarkand]" to
indicate geographic directions. However, in English
linguistic culture it is customary to use the expressions
"above / below" to indicate directions. For example,
"up north " means "in the north", and "down south "
means "in the south". Such expressions can cause
misunderstanding among native speakers of the Uzbek
language, as they contradict the semantics of the
Uzbek language.
This example demonstrates how linguocultural
knowledge allows one to interpret and understand
linguistic expressions and their relationship with
culture, as well as how this knowledge can be applied
for
successful
intercultural
interaction
and
communication. Knowledge of such linguocultural
features is of great value in linguodidactics, which
integrates the study of a foreign language with the
culture and values of the people. This helps students
develop professional literacy, form a tolerant attitude
towards other linguistic cultures, their behavioral and
mental stereotypes, and expand their understanding
of their own culture.
METHODS
The study of linguistic and cultural competencies also
allows students to be aware of the national
characteristics of their native culture in comparison
with other cultures and learn to explain and convey
their value orientations. This contributes to the
development of self-awareness and the conscious
study of a foreign language, increasing the
communicative potential of students.
In the process of studying linguocultural interactions,
cultural removals and rapprochements occur.
Understanding the native culture plays an important
role in studying the culture of other countries.
Therefore, awareness of linguocultural aspects is of
great importance in education and helps students to
appreciate and respect their national culture, as well as
expand their linguocultural horizons.
Indeed, the study of linguocultural competencies
contributes to self-development and conscious study
of a foreign language, which ultimately increases the
communicative potential of students.
In the process of studying foreign language
linguocultural interactions, cultural removals and
rapprochements occur. This means that students are
faced with differences and similarities between their
native culture and the culture of a foreign language
Volume 03 Issue 10-2023
33
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
30-35
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
country. They are aware that some concepts, values
and norms may differ from their own.
Many researchers, both domestic and foreign, pay
attention to the importance of understanding the
native culture when studying the culture of a foreign-
speaking country. This allows students to make
connections between their own values, norms, and
behaviors and the values, norms, and behaviors of
members of another culture. The study of native
culture becomes the starting point for understanding
and analyzing the cultural characteristics of other
countries.
Understanding the native culture helps students to
realize how their own values and mentality can
influence their interaction with speakers of another
language and culture. They learn to overcome cultural
barriers, develop tolerance and respect for other
cultures.
RESULT AND DISCUSSION
The study of linguocultural aspects also helps students
to expand their linguocultural horizons. They get the
opportunity to immerse themselves in the history,
literature, art and customs of other peoples, which
expands their cultural literacy and contributes to a
deeper understanding of foreign culture.
Thus, the study of linguocultural competencies in the
context of learning a foreign language plays an
important role in the development of students, helps
them to effectively use their communicative potential
and develops their professional literacy.
The formation of linguocultural competence (LCC)
suggests that students must have the ability to
communicate based on knowledge of linguocultural
phenomena. These phenomena include lexical units
with ethno-cultural semantics, behavioral images and
stereotypes characteristic of the culture of the country
whose language is being studied. They are symbols of
cultural realities, which in the process of learning a
foreign language are deciphered, comprehended and
included in the communicative flow.
Linguistic and cultural realities include knowledge of
key concepts, national psychotypes, precedent
phenomena, mental and moral features, value
attitudes, as well as features of the comic that are
characteristic of the English-speaking linguoculture.
Among the basic methods and techniques, one can
single out the design methodology and the "cultural
capsule" method. In the project methodology, the
emphasis is on immersion in the concept through a
heuristic conversation and discussion of linguocultural
information, which allows revealing the cultural
background of the concept under discussion. Group
forms of work, such as discussions, debates,
symposiums and others, taking into account cultural
situations and ethno-psychological factors, are also
relevant.
The project methodology, or project methodology, is a
popular technology in modern education. It provides
for independent planning and implementation of work
in a foreign language, which contributes to the
activation of individualization in the learning process.
Working on a project, students develop the skills of
making independent decisions, both in choosing lexical
units and in developing the entire project as a whole,
applying the acquired knowledge and competencies.
At the same time, the methodology also provides
mutual learning through interaction, where project
participants are forced to make both individual and
Volume 03 Issue 10-2023
34
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
30-35
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
collective decisions, jointly solve learning problems
and take part in educational role-playing games. In
addition, the project methodology contributes to the
development of creative activity, which, according to
V.E. Glyzin and co-authors, significantly improves the
quality of education and increases the interest of
students in learning a foreign language [5].
Another method that has been successfully used in
teaching a foreign language is taking a "culture
capsule" ( culture capsule ), which was introduced and
described by D. Taylor and D. Sorrenson [17]. The
essence of this method lies in the fact that students are
told about a specific phenomenon in the language or
socio-cultural sphere, which is necessarily compared
with a similar phenomenon or several phenomena in
their native culture. "Culture Capsules" are emotionally
rich and persuasive observations of the verbal and non-
verbal behavior of native speakers of a foreign
language, which are presented in the learning process.
When using the "capsule of culture" method, it is
important to present linguistic and cultural material
with a thoughtful presentation, which requires a high
level of formation of linguistic and cultural
competencies (LCC) of the teacher. The teacher should
be able to select the necessary information, evaluate
its reliability and discard prejudices, both their own and
possible information sources [6, p. 168]. This method
also contributes to the development of students' self-
criticism and a conscious attitude to a foreign language
culture, which is especially important in our time, when
there are tense political relations.
Currently, an educational web quest is a problem task,
for the solution of which it is necessary to use the
information available on Internet sites. This effectively
integrates the use of technology into the educational
process and allows students to use almost unlimited
resources when working on a topic or project,
supplementing them with their own resources, such as
their own information sources, various visual materials,
photographs, etc.
CONCLUSION
When teaching a foreign language, communicative and
competence-based approaches involve the use of
group forms of work, such as various group discussions
(round tables, Socratic conversations, debates, etc.).
These forms of work make it possible to activate
students by involving each participant in the learning
process, expressing their own opinion, developing a
topic for discussion and adopting a certain point of
view.
Another popular method to use when teaching a
foreign language is the drama method or
dramatization. This method involves the creation of a
real or fictional situation in which participants "live" in
a foreign language, fully involved in the process.
In addition to active participation, it is important that
students speak a foreign language, as well as have
knowledge and understanding of linguocultural and
linguocultural information. The use of all the previously
considered knowledge, skills and abilities in realistic
situations increases the interest of students in learning
a foreign language, stimulates them in the learning
process and contributes to the further formation of
linguocultural competence.
Indeed, linguistic and cultural competence (LCC) plays
an important role in teaching a foreign language. It
does not allow to reduce the learning process to a
simple memorization of lexical units and grammatical
structures. Full-fledged mastery of a language is
Volume 03 Issue 10-2023
35
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
30-35
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
impossible without understanding the culture of the
country in which this language is spoken, and without
understanding the realities of this culture.
Thus, awareness and understanding of cultural aspects
are an integral part of teaching a foreign language and
contribute to a deeper and more complete assimilation
of the language.
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