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INGLIZ TILI CHET TILI SIFATIDA O'QITISHDA MADANIYATNING
AHAMIYATI
Anorboyeva Munisa Akmal qizi
Talaba O'zbekiston Davlat Jahon Tillari Universiteti
Ilmiy rahbar: Kambarova Marjan Adil qizi
Filologiya fanlari bo'yicha falsafa doktori (PhD) O'zbekiston Davlat Jahon
Tillari Universiteti
Annotatsiya: Ushbu maqola madaniyatning ingliz tili chet tili (EFL)
sifatida o'qitish kabi muhim rolini o'rganadi. Tadqiqotda madaniy elementlarni
til o'rganish va muloqot qobiliyatlariga qo'shishning ko'p qirrali afzalliklari
muhokama qilinadi. Ushbu sohadagi olimlarning turli xil asarlarini ko'rib chiqish
orqali maqolada madaniyat tildan foydalanishni qanday ta'sir qilishi va
shakllantirishi va nima uchun o'quvchilarning madaniy ongini oshirish juda
muhimligi haqida tushuntirish berilgan. O'qituvchilar duch keladigan umumiy
muammolarni hal qilish bilan bir qatorda til darslarida madaniyatni
birlashtirishning turli xil amaliy usullari keltirilgan. Oxir oqibat, madaniyatni
o'qitish jarayoniga kiritish tilni bilish va madaniyatlararo tushunishni
kuchaytiradi.
Kalit so'zlar: Ingliz chet tili sifatida (EFL), madaniyat, tilni o'rganish,
o'qitish usullari, muloqot qobiliyatlari, madaniyatlararo kompetentsiya, madaniy
xabardorlik.
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ЗНАЧИМОСТЬ ИСПОЛЬЗОВАНИЯ КУЛЬТУРЫ НА УРОКАХ
АНГЛИЙСКОГО ЯЗЫКА
Анорбоева Муниса Акмал кизи
Студент Узбекский государственный университет мировых языков
Научный руководитель: Камбарова Маржан Адил кизи
Доктор философии по филологическим наукам (PhD) Узбекский
государственный университет мировых языков
Аннотация. В этой статье рассматривается важная роль
культуры в преподавании английского языка как иностранного (EFL). В
исследовании обсуждаются многогранные преимущества интеграции
культурных элементов в изучение языка и развитие коммуникативных
навыков. На основе обзора различных работ ученых в этой области в
статье дается объяснение того, как культура влияет на использование
языка и формирует его форму, и почему так важно повышать культурную
осведомленность учащихся. Представлены различные практические
способы интеграции культуры на уроках языка, а также решения общих
проблем, с которыми сталкиваются учителя. В конечном счете,
предполагается, что включение культуры в процесс обучения повышает
уровень владения языком и межкультурное понимание.
Ключевые слова: Английский как иностранный (EFL), культура,
овладение языком, методы обучения, коммуникативные навыки,
межкультурная компетентность, культурная осведомленность.
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THE IMPORTANCE OF INCLUDING CULTURE IN EFL TEACHING
Anorboeva Munisa Akmal qizi
Student Uzbek State World Languages University
Scientific advisor: Kambarova Marjan Adil kizi
Doctor of Philosophy on Philological sciences (PhD)
Uzbek State World Languages University
Annotation. This article explores the important role of culture in English
as a Foreign Language (EFL) teaching. The study discusses the multifaceted
benefits of integrating cultural elements into language learning and
communication skills. Through reviewing various works of scholars in this field,
the paper provides with explanation about how culture effects and shapes
language usage and why it is crucial to improve learners’ cultural awareness.
Different practical ways to integrate culture in language classes are presented,
alongside addressing common challenges that teachers face. Ultimately, it is
suggested that including culture in teaching process enhances language
proficiency and intercultural comprehension.
Keywords: EFL, culture, language acquisition, teaching methods,
communication skills, intercultural competence, cultural awareness.
Introduction.
It is known that in the process of language learning, the focus is given
mainly on mastering grammar, vocabulary, and pronunciation. However, while
these elements are undeniably important, there is another vital part of language
that is frequently overlooked: culture. Language is not only for interaction; it also
has influence to the values, traditions, and ways of thinking of people who speak
it. In order to understand a language completely, it is also essential to get the
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culture behind it. Language and culture are inextricably linked to each other, and
learning a language fully means understanding its cultural background.
Each English-speaking country has its own unique customs, practices, and ways
of communicating that based on culture. For instance, the greetings with another
individual, expressing emotions, or showing respect may vary greatly from one
culture to another. Without understanding these kind of cultural differences,
learners can have problems with using language naturally and appropriately.
In English as a Foreign Language (EFL) teaching, it is really necessary to involve
culture together with grammar and vocabulary. While traditional teaching
approaches center these language skills, incorporating cultural expressions have
chances to make learning experience more engaging and interesting. In addition
to this, being aware of cultural context behind the language helps students not
only speak correctly but also comprehend when and how to use certain words and
phrases in different situations. This knowledge provides learners with ability to
communicate clearly and confidently, and avoid misunderstanding in real-life
events.
Learning about cultural contexts helps learners to look the world from
various perspectives, making them more open-minded and respectful for others.
It gives the concept about how people from different culture think and live.
Understanding cultural aspects such as politeness, humor, and social rules makes
learners speech more natural and meaningful. This concept of culture improves
their language skills and helps them to connect better with people from divergent
backgrounds.
The main goal of this article is to emphasize the essential role of integrating
culture in EFL teaching. It will explore in what ways cultural knowledge helps
learners to expand use of vocabulary, improve speaking skills, and promote
greater insight of different backgrounds. In a world that cross-cultural interaction
is important, the combination of language and culture is not just beneficial but
vital to provide with culturally aware language users.
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Literature Review
Many studies present that language and culture are closely interconnected.
According to Byram, language learning is not only studying the words or
grammar; it is about getting data on how various cultures use language in different
social situations. This one is called, Intercultural Communicative Competence
(ICC), which means to be able to speak not only using the language, but in ways
that shows respect to values and customs, norms of the culture of the target
culture.
Moreover, Liu argues that cultural acquisition can improve motivation to learn
foreign language among students. When they have enough concept about culture
of that language, learners try to make connection between language learning to
real-world experiences. This makes language usage more easy and gives
motivation to learners to apply their language in authentic positions.
Additionally, in her important work, Kramsch says that language is
intricately tied to culture. They are key to how language learners engage with their
surroundings. She believes that really mastering a language goes beyond just
learning words and grammar. It requires a deep understanding of the cultural
details that influence how people use the language in different social situations.
Kramsch suggests that language is a strong way for people to share their thoughts,
beliefs, and who they are with others in their communities. For example, the way
people say hello, thank someone, or say sorry can be very different in different
cultures. It's important to understand these differences to communicate well.
Culture
Greeting/Politeness
Importance in
Communication
Cultural Insight
English-
speaking
“How are you?”
(casual greeting)
Used as a social norm,
not a true inquiry
Reflects the
importance of
small talk in
social
interactions.
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Japanese
“Ogenki desu ka?”
(How are you?)
Direct inquiry, implies
care for the person
Emphasizes the
importance of
respect and
concern for others
French
“Ça va?” (Is it
going?)
Informal greeting, part
of everyday interaction
Reflects the value
of directness in
French culture.
Arabic
“As-salamu
alaykum” (Peace
be upon you)
Formal greeting, shows
respect
Shows
the
significance
of
religion
and
respect in Arabic
cultures
Kramsch points out that people learning a language need to understand the
unspoken social rules and expectations that come with that language. These rules
are usually not said out loud, but they are important for having good
conversations. For instance, in English-speaking cultures, how someone talks,
their div movements, and how formal they are can send small hints about what
they mean and their social standing. If learners don't understand these cultural
signals, they might get the language wrong or use it incorrectly, which can cause
confusion.
Cortazzi and Jin stress that language and culture are connected and cannot
be separated. They say that many phrases, comparisons, and cultural references
in a language can only be completely understood if you know about the culture.
For example, sayings like "break the ice" or "hit the nail on the head" have
meanings that are closely connected to the culture of English-speaking countries.
If students don't know about these cultural backgrounds, they might find it hard
to understand or use these expressions properly.
Cultural inclusion in the EFL classroom can be accomplished without
totally changing the syllabus but rather carefully including insightful cultural
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components. Real materials like movies, music, news items, and literary texts
from English-speaking countries actually represent real-world language usage to
students, letting them see how language is a reflection of culture. Through these
materials, the students can in fact grasp ideas about social issues, traditions, and
values of English-speaking societies. On top of that, intercultural exchanges such
as debates or acting out various situations relating to cultural differences like
'family' or social norms are a great way for students to empower their English
negotiation through the use of real-life situations as well as develop their critical
thinking skills.
Another effective way is through project-based learning, where students are
given the freedom to conduct research and present topics related to the culture of
the language they are studying, objectively discussing or explaining aspects of the
culture such as holidays, customs, or historical events. This will result in the
development of both language and research skills of the students and will make
them more culturally aware. Role-playing is also a live option, which helps to
prepare students better for the language use of real-life situations and, therefore,
practicing language skills in context, like dealing with, for instance, the situation
of ordering food or getting involved in small talk.
This method has the advantage of boosting students' speaking skills and
improving their knowledge of the cultural rules associated with language usage.
Conclusion.
In conclusion, culture is an integral part of learning a language. Learning
culture with language teaches students how language operates in various social
and cultural environments. Through the use of real and interesting materials, by
carrying on conversations, and performing role-plays, teachers can change their
students’ English skills for the better and, in addition, make them more aware of
different cultures. But even though there are certain obstacles such as the shortage
of resources and cultural prejudice, the benefits of integrating culture in EFL
teaching are obvious. The students who know the culture of English-speaking
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countries can communicate more efficiently and confidently, both within and
beyond the school.
References:
•
Byram, M. (1997). Teaching and assessing intercultural communicative
competence. Multilingual Matters.
•
Kramsch, C. (1993). Context and culture in language teaching. Oxford
University Press.
•
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in
the foreign language classroom. In Culture in second language teaching and
learning (pp. 196–212).
•
Liu, D. (2008). The role of culture in language learning. Asian EFL Journal,
10(1), 85-100.
•
Sercu, L. (2005). Foreign language teachers and intercultural competence:
An investigation of teachers' beliefs. European Journal of Teacher
Education, 28(1), 33-49.
•
Thornbury, S. (2002). How to teach vocabulary. Pearson Education.
•
Wierzbicka, A. (2006). English: Meaning and culture. Oxford University
Press.
•
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М.А.
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