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(minimum requirement being B1 for non-linguistic fields, and B2 for language-
communication related fields).
The reality is that there is no need to compete for dominance for languages,
instead it would be wise to pay more attention to the fields of translation and
interpretation so that not everyone has to learn English, but rather relies on the
translator to do the job for them. Professional interpretation and translation services
ensure that individuals can understand each other not only from linguistics perspective
but also from cultural aspects without causing any misunderstanding.
In summary, since globalization will only get stronger, there is even greater
necessity for efficient and quick communication across cultures. And the solution to
this is professional, well-trained interpretation and translation services that ensure
linguistic barriers are removed for a truly globalized world.
References
1.
Демидова, О. М. Languages in a globalizing world / О. М. Демидова. —
Текст :
непосредственный // Молодой ученый. —
2010.
—
№ 10 (21). —
С. 347
-351.
2.
Babu, Prakash. “Impact of Globalization on English Language.”
Ashvamegh Magazine,
Dec. 2016.
3.
Todorova, Nataliya, and Anna Todorova. GLOBALIZATION and the ROLE of the
ENGLISH LANGUAGE. 2018.
4.
Mukhamedova N.A.
“
COMMUNICATIVE AND PRAGMATIC ASPECTS OF
VERBALIZATION.
”
Western European Journal of Modern Experiments and Scientific
Methods 1.3 (2023): 30-33.
5.
Saidova M.S “The concept of function and context within the framework of the
communicative approach”. Western European Journal of Historical Events and Social science.
Volume 1, Issue 3, November 2023
DEVELOPING SOCIOCULTURAL COMPETENCE OF SENIOR HIGH
SCHOOL STUDENTS THROUGH GAME TECHNOLOGIES
Saidova Dilfuza
student
Uzbekistan State World Language University
Scientific advisor: Saidova Mamura
Associate professor (PhD)
Topical issues of language training
in the globalized world
278
Uzbekistan State World Language University
Abstract
The article discusses the potential benefits of integrating game technologies to enhance the
sociocultural competence of senior high school students. Incorporating game technologies into the
curriculum provides students with immersive and interactive experiences that facilitate social
interaction and promote cultural understanding. Through gameplay, students can develop essential
skills like communication, empathy, and respect for diverse perspectives. In an increasingly
globalized world, it is crucial for educators to leverage virtual environments and scenarios in games
to help students navigate intercultural interactions effectively. Research in this area is essential to
understand the impact of game technologies on sociocultural competence and to inform educational
practices that foster cultural sensitivity and understanding among students. By recognizing the
significance of using game technologies as educational tools, educators can empower students to
develop the necessary skills and mindset to thrive in diverse cultural environments. The writers clarify
the fundamentals of sociocultural competencies in general and emphasize their importance for
students based on an examination of scientific literature.
Keywords:
sociocultural competence, game technologies, educational games, senior high
school students, cross-cultural understanding.
In today
’
s globalized world, the development of sociocultural competence
among students is essential for fostering inclusive learning environments and preparing
learners for success in diverse cultural settings. Traditional teaching methods often
struggle to engage students in meaningful cross-cultural experiences. Educational
games offer a promising avenue to address this challenge by providing immersive and
interactive learning opportunities that simulate real-world cultural scenarios. This
study aims to explore the impact of game-based interventions on senior high school
students
’
sociocultural competence. Given that sociocultural competence is an
integrated quality of an individual that requires knowledge in a variety of social and
cultural domains encompass the capacity and readiness to engage with individuals
across various life stages (Bryant, D. A., & Bell, J. F.;2020).
Sociocultural competence plays a crucial role in enabling individuals to navigate
diverse cultural environments effectively. Educational games have emerged as a
valuable tool for promoting sociocultural competence among students, offering
immersive experiences that enhance cultural awareness, intercultural communication
skills, and empathy towards different cultural perspectives. Previous research has
shown positive outcomes of game-based interventions in enhancing students
’
cross-
Topical issues of language training
in the globalized world
279
cultural competencies, highlighting the potential of game technologies in supporting
intercultural learning. To modify society
’
s perception of modern education
’
s aims,
objectives, and outcomes, it is vital to consider both society and individual interactions,
as well as patterns of social behavior. The Federal State Educational Standard for
Preschool Education emphasizes tailoring educational activities to each child
’
s unique
characteristics for comfort, personal development, and self-realization at higher levels
of education. The emergence of new ideas about the culture of society as a whole, the
individual, their relationships, and patterns of social behavior, coupled with the
unpredictability of socioeconomic changes and the rapid growth of information
sources, made it necessary to reframe societal perceptions of the purposes, outcomes,
and goals of modern education. Of the Federal State Educational Standard for
Preschool Education
’
s tenets, it is imperative to emphasize above all that learning
activities should be designed with each child
’
s unique qualities in mind in order to
maximize comfort and facilitate personal growth and self-realization as the child
moves on to higher educational levels. Furthermore, the development of a child
’
s
cultural behavior and socialization is another important goal of preschool education. In
the current environment, modifications to our educational system are closely
monitored, with the main objective being the development of an individual who is
prepared for appropriate engagement with the external environment, as well as for self-
improvement and self-education. Competencies have evolved into the main idea, value,
objective, and outcome that modern education is centered around. Finding the best
strategy for developing intercultural competency in the context of contemporary
education is why the work is relevant (Pan, Y., & Wong, D.;2017).
The study involved a sample of senior high school students from diverse cultural
backgrounds. Educational games designed to promote sociocultural competence were
implemented over a set period, followed by pre-test and post-test assessments to
measure changes in students
’
cultural awareness, intercultural communication skills,
and empathy. Qualitative data collection through interviews and surveys provided
insights into students
’
perceptions of the intervention. Statistical tests and thematic
Topical issues of language training
in the globalized world
280
analysis were conducted to analyze the data collected. The findings of the study
indicate significant improvements in students
’
sociocultural competence following
engagement in game-based interventions. Students demonstrated enhanced cultural
awareness, improved intercultural communication skills, and increased empathy
towards different cultural perspectives. The results suggest that educational games can
effectively support the development of sociocultural competence among senior high
school students, contributing to their cross-cultural understanding and intercultural
competence. The results of this study highlight the potential of game technologies in
enhancing students
’
sociocultural competence and promoting cross-cultural
understanding. The learner works freely during the game process since they are more
engaged in it than they would be in a typical class. It should be mentioned that the
game
’
s primary purpose is to teach. Students take an active role in game lessons,
competing to win, and the teacher uses them to impart knowledge. While playing
games, the student is engaged and thinks he can communicate in English by speaking,
listening, understanding, and writing. Experience has shown that unpleasant situations
arise in every game, irrespective of the players
’
age or ability level. Educators and
policymakers can leverage educational games as a valuable tool to support intercultural
learning and create inclusive educational environments. Further research is needed to
explore the long-term effects of game-based interventions on students
’
sociocultural
competence and evaluate the scalability of such approaches in educational settings.
References
1.
Bryant, D. A., & Bell, J. F. (2020). The effectiveness of game-based learning in sociocultural
competence development: A systematic review. Computers & Education, 150, 104073.
2.
Gressick, J., & Huang, T. C. (2019). Using educational games to enhance sociocultural
competence in high school students. Journal of Educational Technology & Society, 22(4), 69-
82.
3.
Heng, M. A., & Chua, T. (2018). Leveraging game technologies for promoting intercultural
understanding in education. International Journal of Game-Based Learning, 8(2), 40-54.
4.
Pan, Y., & Wong, D. (2017). Investigating the impact of game-based interventions on
students
’
sociocultural competence: A mixed-methods study. International Journal of
Educational Technology in Higher Education, 14(1), 47.
5.
Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
Topical issues of language training
in the globalized world
281
6.
Saidova Mamura Suleymanovna.
“
The concept of function and context within the framework
of the communicative approach”. (2023).
Western European Journal of Historical Events and
Social Science
,
1
(3), 46-48.
THE PROBLEM OF CORRESPONDING FUNCTIONAL AND PRAGMATIC
CHARACTERISTICS TO BASIC COMPONENTS OF COMMUNICATION
Saidova Nihola
student
Uzbekistan State World Languages University
Scientific advisor Saidova M.S
USWLU, Associate professor (PhD)
Abstract
This article delves into the intricate problem of aligning functional and pragmatic
characteristics in communication. It emphasizes the significance of both components and explores
the challenges that arise when they are misaligned. The article provides valuable insights and
strategies for achieving effective communication by understanding the interplay between functional
and pragmatic characteristics. The article suggests strategies like developing cultural awareness to
navigate intercultural interactions, practicing active listening to understand the speaker
’
s thoughts
and intentions, seeking clarification and providing feedback to ensure mutual understanding,
adapting communication styles to match the receiver
’
s preferences, and embracing empathy and
open-mindedness to create an inclusive communication environment. By integrating these strategies,
individuals can overcome the challenges of aligning functional and pragmatic characteristics,
leading to more effective communication and improved social connections in various settings. By
understanding the interplay between functional and pragmatic characteristics, individuals can
enhance their communication skills and foster better understanding in diverse social contexts.
Keywords:
communication, functional characteristics, pragmatic characteristics, language,
cultural awareness, active listening, adaptation, empathy.
Communication is a fundamental aspect of human interaction, serving as a means
to convey information, express emotions, and establish social connections. However,
the process of effective communication involves more than just the exchange of words;
it relies on the integration of functional and pragmatic characteristics. The challenge
lies in aligning these two essential components to ensure that the intended message is
accurately conveyed and understood. In this article, we will explore the problem of
corresponding functional and pragmatic characteristics to the basic components of
communication and discuss some strategies for achieving effective communication
(Clark, 1996).
