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THEORETICAL FOUNDATIONS OF IMPROVING SOCIO-CULTURAL
COMPETENCIES IN THE ASPECT OF INTERCULTURAL COMMUNICATION OF
FUTURE TRANSLATORS
Djurayeva Gavxar Normurotovna
“IPAK YO‘LI” tourism and cultural Heritage
International University, Department
of languages and global Studies PhD
v/b Associate Professor/B Associate
Professor, doctor of philosophy
in Pedagogical Sciences.
Annotation:
Socio-cultural competencies of future translators in the aspect of intercultural
communication, the structural components of communicative competencies, linguistic, socio-
linguistic, discursive, socio-cultural, strategic and social subcompetents, communicative
competence - linguistic (or linguistic) competence, knowledge of the language system,
understanding and composing foreign language statements, allowing to carry out speech and non-
speech communication with the carriers of the studied foreign language and skills and
competencies are reported.
Keywords:
socio-cultural competence, communicative competence, structural components,
linguistic, socio-linguistic, discursive, socio-cultural, strategic and social subcompetences,
communicative competence - linguistic competence.
Relations of representatives of different cultures, modern socio-economic situation, management,
globalization processes of international relations (production, science, culture, education, etc.)
require that the integration and internationalism activities of human life activities also be
improved[2]. That is, a social order arose to qualitatively train specialists of various professions
with the qualifications of written and oral communication in a foreign language. Currently, the
development of the personality of a student who can and wants to participate in communication
with the goal of teaching a foreign language can be seen in the work of Kuznesova, Musniskaya,
Pavlova, covering the development of second-language personality qualities that make up a
complex integrative integrity in the student, entering into socio-cultural competence.
The research work examined the interpretations of various researchers of the concept of”
communicative competence". K.J.In Riskulova's opinion, "communicative competence” means
that the owner of one profession or another has the necessary professional connotations,
requirements, coids,duty duties, as well as personal deantological norms. Competence, on the
other hand, is defined by the skill of the individual to demonstrate the standards of competence in
work experience on the basis of creativity, which arises from the requirements of society as a link
to practical activities[2]. L.N.Based on Umarova's definition, in the concept of “communicative
competence”, the ability of communication to generate statements that reflect the specific
knowledge, skills and qualifications that provide it in accordance with its goals and objectives
and the position of the interlocutor comes to the fore.
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Such an interpretation understands communicative competence as the ability in each specific
communicative act to fully realize the influence on the interlocutor in order to achieve the goals
set in the process of using individual manifestations of speech activity, as a process that arises
from his own (speech and writing in the form of reading, pronunciation, monologue and dialogue
of different views)[4]. O.R.Musurmonova distinguished linguistic, socio-linguistic, social and
other components in the composition of communicative competencies. Based on the problem of
teaching a foreign language, the definition of the concept of “communicative competence” refers
to “the opportunity for students to solve urgent tasks in educational, production and cultural life,
the skills of students to use language and speech evidence for the implementation of
communication goals, as well as the ability to carry out linguistic competence in various. It is" a
certain level of linguistic, colloquial and socio-cultural knowledge, skills and competencies that
allow the learner to change his speech behavior in accordance with the communicative purpose
based on the dialogue situation","the ability of a person to live in a multicultural society, achieve
a successful understanding of representatives of other cultures and representatives of his own
culture" Various researchers, as structural components of communicative competencies,
distinguish linguistic, socio-linguistic, discursive, socio-cultural, strategic and social
subcompetents[4]. The analyzes considered above made it possible to take as a basis the
following points of view for this research work: communicative competence - linguistic (or
linguistic) competence, knowledge of the language system, understanding and composing foreign
language statements, allowing speech and non-speech communication with the carriers of the
studied foreign language.
Communicative competence includes lexical, grammatical, semantic, phonological, orthographic
and orthoepic competencies. It provides for knowledge of the language system under study and
skills in the application of linguistic means of communication. Socio - linguistic competence,
which includes "the cognitive skills necessary for the effective application of language in social
content", provides for the understanding and compilation of sentences in a foreign language;
Pragmatic competence, knowledge, sentence construction, combining them in the text (in the
discussion), rules, qualifications for the use of sentences for various communicative functions,
form a set of qualifications for composing a sentence in a foreign language in accordance with
the “features of the interaction of communicants”.
Socio-cultural competence refers to the knowledge of the socio-cultural identity of the country
under study, strategic competence is expressed in the skills of using one's oratory foreign
language experience to fill gaps in language proficiency[3]. Several authors define the concept
of” intercultural communicative competence “as a person's ability to understand each other in
intercultural communication with representatives of other cultures, the ability to achieve
understanding in intercultural communication with verbal and nonverbal means of
communication, as well as” adequate assessment of the communicative situation, effective use of
verbal and nonverbal means, based on the study of intercultural communicative competencies,
we can see that the above criteria are acquired in the form of certain knowledge, skills and
qualifications [6]. The use of intercultural communicative competencies serves an effective
intercultural dialogue. To achieve these goals, it is important that the communicant uses cultural
evidence, rules and concepts that ensure the success of intercultural interactions. Also, the
presence of intercultural communicative competencies in a person “allows you to choose the
necessary means of speech and language in accordance with socio-cultural content in the process
of intercultural communication, use socio-cultural means to generate discussions, choose
communication strategies and tactics to achieve the goals set, and this will increase the efficiency
of intercultural interaction” [2].
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The content of the concept of "socio-cultural competence" envisages the development of the goal
of the development of the student's personality, in which cooperation, mutual respect, respect for
cultural differences, tolerance, readiness to participate in the dialogue of cultures based on the
tamoils of overcoming cultural barriers In the process of studying culture in a foreign language
based on the dialogue of cultures, the future specialist relies on the knowledge-related tools of his
culture to understand the tools of culture in a foreign language, new knowledge about it
developed in the process of its study, and new knowledge about his own culture formed in the
study of a foreign culture [5]. The following components of intercultural communicative
competencies are indicated by the researchers:
-universal-awareness of the existing universal system of knowledge and values in different
countries;
- mastering the skills of interpersonal verbal communication with representatives of a socio-
cultural
– empty country, compliance with appropriate moral and colloquial standards;
-knowledge of linguistic-cultural, lexical and grammatical units characteristic of different
countries, provides for the correct use of them in the communicative process.
In conclusion, the acquisition of foreign languages, which are considered vital for the
implementation of intercultural communication in future translators, is associated with the
improvement of socio-cultural competencies in Educators, which allows successful
communication with foreign language carriers studied at the conclusion of a foreign language
training course is considered significant.
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