Topical issues of language training
in the globalized world
66
of globalization are complex and multifaceted. They challenge traditional notions of
language and culture and require language educators to adapt their teaching practices
to meet the needs of a globalized world.
References:
1.
Abduganiyeva.J.R. Historical and Technological Outlook of Simultaneous Interpretation
(article) “Таржимашунослар форуми –
2023”. Халқаро илмий
-
амалий конференция.
14 декабрь. Тошкент, 2023. –
Б. 314
-320.
2.
Abduganiyeva.J.R. Modern Model of The Translation Competence In the Context of
Translators Training (article)
АГУ”Педагогика инноватика: раҳбар кадрларга
хорижий тилларни ўқитиш”: Респ. Илмий
-
амалий конф. –
Тошкент, 2018. –
С. 20
-
25.
3.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.
4.
John, D. (2003). English as a global language. Cambridge University Press.
5.
Fishman, J. A. (2001). Can threatened languages be saved? Multilingual Matters.
6.
Saidova.G.A., The importance of identifying types and methods of translation (article)
International Journal of Engineering and Information Systems (IJEAIS)
Vol. 5 Issue 1, January - 2021, Pages: 104-105
7.
Saidova.G.A., Why creative and modern methods are key to successful language
translation education (article)
“Хорижий филология, адабиётшунослик ва
таржимашунослик масалалари”
-
Жиззах, 30
-
март, 2024. Б. 263
-266
CULTURAL AND LINGUISTIC FOUNDATIONS OF ENGLISH AS A
FOREIGN LANGUAGE INSTRUCTION
Chorieva Asila
Student
Uzbekistan state world languages university
3
rd
faculty of the English language
Scientific advisor: Dalieva Madina
Uzbekistan state world languages university
Associate professor (PhD) department of teaching
English methodology №3
Abstract
This article examines the dual facets of Teaching English as a Foreign Language (EFL),
focusing on the integration of linguistic and cultural aspects in educational settings. It highlights the
importance of addressing both English language structure
–
including phonetics, phonology, syntax,
and semantics
–
and the cultural nuances associated with English-speaking communities. Through a
critical analysis of educational methodologies, the paper emphasizes the need for EFL teachers to
not only impart language skills but also facilitate an understanding of cultural contexts to enhance
communicative competence and intercultural awareness. The discussion includes the challenges and
opportunities of integrating linguistic precision with cultural understanding, proposing that such a
Topical issues of language training
in the globalized world
67
comprehensive approach leads to more effective and engaging EFL teaching and prepares students
for global communication.
Keywords:
EFL teaching, linguistic challenges, cultural integration, communicative
competence, intercultural awareness, educational methodologies
Teaching English as a Foreign Language (EFL) is a multifaceted educational
endeavor that extends well beyond the basics of grammar and vocabulary. At its core,
EFL teaching demands a comprehensive understanding of both the linguistic structures
of English and the diverse cultural contexts in which the language is used globally.
This dual focus on linguistics and culture is crucial because language is not only a tool
for communication but also a carrier of cultural identities and values.
The linguistic aspects of EFL encompass the entirety of the English language
’
s
structure
–
its phonetics, phonology, syntax, and semantics. These linguistic
components present unique challenges to learners, particularly those whose native
languages have different phonemic inventories, grammatical structures, or semantic
frameworks. For instance, learners from backgrounds without the phonetic distinction
between certain English sounds can find pronunciation particularly daunting.
Moreover, English
’
s syntactical arrangements and idiomatic usage can also pose
significant challenges for non-native speakers.
In addition to linguistic challenges, cultural nuances play an equally significant
role in EFL education. Understanding the culture from which the English language
originates, as well as the cultures of the learners, enhances the teaching process. It is
important for educators to incorporate cultural references and practices associated with
English-speaking countries into their teaching to help students not only learn the
language but also engage with it on a cultural level. This approach helps bridge cultural
gaps and aids students in navigating the social subtleties and communicative nuances
that are inherent in language use.
Therefore, effective EFL teaching involves a careful balance between linguistic
accuracy and cultural relevance, aiming to equip students with not only the ability to
communicate effectively but also to understand and participate in English-speaking
Topical issues of language training
in the globalized world
68
cultures. This holistic approach is essential as it fosters not just language proficiency
but also global communicative competence.
EFL teaching primarily addresses the English language
’
s structure, including
phonetics, phonology, syntax, and semantics. Learners often struggle with phonemes,
word order, and idiomatic expressions that are vastly different from their native
languages (Lightbown & Spada, 2013). For example, speakers from languages without
the /r/ and /l/ distinction face particular challenges with these sounds.
Additionally, the peculiarities of English, such as phrasal verbs, irregular verbs,
and articles, pose difficulties for learners whose native languages lack these features
(Swan, 2001). Educators must therefore employ contextualized learning and
communicative language teaching to navigate these linguistic hurdles effectively.
Cultural understanding is crucial in EFL instruction. As a carrier of culture,
language teaching must incorporate the cultural contexts of both the language
’
s origins
and the learners
’
backgrounds (Kramsch, 1993). The cultural content in English,
including references, humor, and values, may confuse learners unfamiliar with these
aspects.
Cultural differences in communication styles, such as direct versus indirect
approaches or norms around politeness, significantly influence language use and
comprehension (Hofstede, 2001). Teachers must address these differences to enhance
learners
’
understanding and effective communication.
Integrating linguistic and cultural teaching can enrich the learning experience
by enabling students to grasp not only the language but also the subtle cultural nuances
influencing its use (Brown & Lee, 2015). For instance, explaining the appropriate
contexts for using different English greetings can illuminate the nuances of formal and
informal communication in English-speaking cultures.
Employing role-plays, multimedia resources, and guest speakers can
effectively bring cultural contexts into the classroom, exposing learners to various
accents, dialects, and cultural settings and broadening their linguistic and cultural
understanding (Richards & Rodgers, 2001). While integrating linguistic and cultural
Topical issues of language training
in the globalized world
69
aspects enriches the educational experience, it also brings challenges such as the need
for cultural sensitivity and teacher competence in both areas. Teachers must be adept
linguists and cultural navigators (Byram, 1997). However, this comprehensive
approach also presents opportunities for deeper engagement and understanding among
students, fostering not only language proficiency but also intercultural competence
essential for global communication.
Teaching English as a Foreign Language is more than a mere academic pursuit;
it is an enriching journey that brings together the intricacies of language and the
richness of diverse cultures. As the world grows increasingly interconnected, the
importance of teaching EFL in a way that integrates both linguistic skills and cultural
understanding becomes more pronounced. Educators are tasked with not only
imparting knowledge of English grammar and vocabulary but also with cultivating a
deep appreciation of the cultural contexts in which English is spoken.
This integration of linguistic proficiency and cultural knowledge prepares
students for real-world interactions within various English-speaking settings. It equips
them with the necessary tools to navigate different social landscapes, making them not
only proficient language users but also competent cultural participants. The challenges
of such an integrated approach are manifold, including the need for teachers to
continuously update their knowledge of both language and culture and to manage the
sensitivity required to address cultural differences effectively.
However, the opportunities that arise from this approach are substantial.
Students who experience this comprehensive form of learning gain a broader
perspective of the world, enhancing their global awareness and readiness. They
develop a set of skills that are indispensable in today
’
s global environment
—
intercultural communication, empathy, and adaptability. Thus, by embracing both the
linguistic and cultural dimensions of English teaching, educators can provide a more
dynamic, effective, and transformative educational experience for EFL learners,
preparing them for successful interactions in an increasingly globalized society.
Topical issues of language training
in the globalized world
70
References
1.
Brown, H. D., & Lee, H. (2015).
Teaching by principles: An interactive approach to language
pedagogy
. Pearson Education.
2.
Byram, M. (1997).
Teaching and assessing intercultural communicative competence
.
Multilingual Matters.
3.
Hofstede, G. (2001).
Culture
’
s consequences: Comparing values, behaviors, institutions, and
organizations across nations
. Sage Publications.
4.
Kramsch, C. (1993).
Context and culture in language teaching
. Oxford University Press.
5.
Lightbown, P. M., & Spada, N. (2013).
How languages are learned
. Oxford University Press.
6.
Richards, J. C., & Rodgers, T. S. (2001).
Approaches and methods in language teaching
.
Cambridge University Press.
7.
Swan, M. (2001).
Practical English usage
. Oxford University Press.
8.
Tomlinson, B. (2011).
Materials development in language teaching
. Cambridge University
Press.
9.
Рахмонов, А. Б. (2022, February). КРЕАТИВНАЯ КОМПЕТЕНЦИЯ КАК ОДНА ИЗ
КЛЮЧЕВЫХ КОМПЕТЕНЦИЙ ПРЕПОДАВАТЕЛЯ.
In
The 7 th International scientific
and practical conference “Science, innovations and education: problems and
prospects”(February 9
-11, 2022) CPN Publishing Group, Tokyo, Japan. 2022. 842 p.
(p.
469).
10.
Сатибалдиев, Э. К. (2022). ЯЗЫКОВОЕ КОНТАКТИРОВАНИЕ: БИЛИНГВИЗМ,
ПОЛИЛИНГВИЗМ,
ИНТЕРФЕРЕНЦИЯ.
In
ИНОСТРАННЫЙ
ЯЗЫК
В
ПРОФЕССИОНАЛЬНОЙ
СФЕРЕ:
ПЕДАГОГИКА,
ЛИНГВИСТИКА,
МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ
(pp. 144-149).
11.
Темирова
,
Н
., &
Далиева
,
М
. (2024). Neologisms as a linguistic phenomenon and their
interpretation in modern linguistics.
Актуальные вопросы языковой подготовки в
глобализирующемся мире, 1(1), 177
-181.
DEVELOPING EXPRESSIVE GRAMMATICAL SKILLS IN FOURTH-
GRADE STUDENTS USING ENGLISH WRITTEN TEXTS
Dadajonova Charosbonu
student
Uzbek World Languages University
Scientific advisor: Kattabayeva Dilrabo
teacher
Uzbek World Languages University
Abstract
When starting a foreign language learning, it is very crucial to have a good grammatical
knowledge in order to be able to communicate fluently. If a learning process lacks of it, the final
outcome will not be completed. This article discusses the main significance of expressive-
grammatical skills in English language classes and it benefits of starting from early age for getting
a better results. It begins by providing basic information about learning foreign languages for having
a bright future, such as a better planned aim, having a bilingual advantage in modern world. After
that, it also describes advantages of acquiring a better grammatical knowledge in primary school
