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FUNCTIONS OF SOCIO-CULTURAL COMPETENCE IN TEACHING FICTIONAL
LITERATURE
Kattayeva F.Sh.
doctoral student, Termez State University, Termez, Uzbekistan
Abstract:
This article is devoted to the essence of the category "socio-cultural ", as one of the types of
professional competence. It was determined on the basis of systematization of research on the general
theory of professional competence and various approaches to socio-cultural activities and competence. In
pedagogical science, there is quite a big difficulty in defining the essence of the concept of "socio-cultural
competence", since it is closely interrelated with such categories as "intercultural competence", "ethno-
cultural competence", "cultural competence", etc. However, in any case, common to each of these
scientific categories is the second part, which correlates with the concept of "culture".
Key words:
socio-cultural competence, professional competence, self-confidence.
Speaking about the correlation of the concepts of "socio-cultural competence", "intercultural
competence", "ethno-cultural competence", "cultural competence", it can be argued that socio-cultural
competence is included in the general cultural competence of the individual and is a specific integrative
quality of the individual, which is a synthesis of various socio-cultural competencies (first of all, the
ability to communicate in specific social conditions, taking into account cultural and social norms of
behavior) and including the readiness of the individual to perform and participate in socio-cultural
activities. Ethno – cultural competence, from our point of view, is an integral part of socio-cultural
competence, the "base" for its subsequent formation and development. Actually, socio-cultural
competence itself subsequently serves as the basis for the formation of an individual's intercultural
competence, expressed in her ability to socialize in a multicultural environment.
Undoubtedly, for the successful performance of teacher‘s functions at school, they need a
sufficiently stable and adequately high self-esteem, a positive outlook on the world, the ability to manage
their emotional state, self-confidence. They should show empathic abilities in relation to their children,
teachers; be able to respond adequately in conflict situations. These qualities, according to many
researchers, are included in the structure of socio-cultural competence. Sociocultural competence
occupies a leading place in the hierarchy of competencies and can be determined in the same way as a
person's ability and willingness to appropriately regulate their own relationships with the surrounding
reality and other people.
Sociocultural competence is considered by many authors as a personal education. In this case, it
includes:
- awareness of the need to adopt the norms of a particular society;
- the desire to understand its essence;
- awareness of the need to expand existing social skills in connection with changes in the existing
situation;
- willingness to take personal responsibility for one's own choice of a certain line of behavior in a
situation of social interaction;
- the breadth of social experience based on the principles of constructive communication.
According to I.D.Frumin, the formation of such competence will indicate the presence of
cognitive readiness, patterns of actions that are accepted and approved by everyone, which indicate the
ability of the individual to solve their own problems and the problems of partners. R. Kaplan presents it as
a set of interconnected opinions in solving interpersonal problems. M. Brandjen introduces the concept of
social scenarios, i.e. certain patterns, coordinated actions in the model of socio-cultural competence. He
also focuses on working with information, and K. Dodge and G. Petit focus on ways of behavior.
Sociocultural competence is defined by the authors as the possession of cognitive, emotional and motor
behaviors that, in certain sociocultural situations, lead to a long-term, favorable ratio of positive and
negative consequences. The most significant model of socio-cultural competence in these years was
proposed by R. Selman. Robert Selman's model is the result of a study of the basics of developing a social
point of view in solving interpersonal problems. The research methods used were interviews about ways
to solve interpersonal problems in hypothetical situations, observations and questionnaires. It was noted
that with age, the ability to decentralize, encode a large amount of information, insight, as the ability to
look deep, beyond the surface of the directly perceived. The social point of view develops from the zero
level (an unintelligent and egocentric reference in childhood) through the level of superficial socio-
symbolic orientation in adolescence to a higher level in adolescence, due to the emergence of complex
multidimensional assessment systems, orientation to cooperation. The author notes that strategies become
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more and more complex in the cognitive aspect with age. An adaptive reaction appears failure, which is
expressed in a change in this strategy, and not in a hasty and unjustified transition to another strategy. All
this is accompanied by better self-regulation, which allows you to cope with strong negative emotions.
Structural components of socio-cultural competence consider the following:
- motivational-value - the formation of motivation for striving for achievements, attitudes to social
interaction, characterized by values of social and personal order, attitudes to moral norms prevailing in
this society;
- operationally meaningful - the scope and nature of knowledge, skills and abilities that allows you to
conduct a critical analysis of your own and others' actions, predict their consequences, carry out
communication, etc.;
- emotional-volitional - the ability to choose a decision, to self-control and self-regulation, willingness to
take responsibility, determination of actions.
To conclude, socio-cultural competence is counts as the steeping stones in teaching foreign
languages. In some cases, this component is characterized as the subjective potential of a person's actions,
capable of ensuring the safety of his existence among his own kind. In others, it is a person's ability to
take adequate actions in everyday life situations, and thirdly, it is competent interaction, prosocial
relationships with other individuals or groups. However, in all cases, without exception, it means the
ability to act, the ability to critically assess the phenomena of the socio-cultural sphere, to differentiate
them in the objective, social and value senses, to form one's own judgment, on the basis of which certain
actions are performed in a life, professional or socio-political situation.
REFERENCES:
1.
Ландшеер
В.
Концепция
«минимальной
компетентности»
/
В.
Ландшеер // Перспективы: Вопросы образования. - 1988. - № 1. - С. 37
2.
Мардахаев Л.В. Словарь по социальной педагогике: Учебное пособие для студентов высш.
учеб, заведений / Л.В. Мардахаев - М.: Издательский центр «Академия», 2010.-367 с.
3.
Молчанов С.Г. Социокультурная компетентность как объект воздействия в системе
повышения квалификации педагогических и управленческих работников / С.Г. Молчанов //
Актуальные проблемы управления качеством образования: Сборник научных статей. - Вып.6. -
Челябинск: ЧГПУ,2012. - С . 10-14.
4.
Осмоловская
И.М.
Ключевые
компетенции
в
образовании:
их
смысл, значение и способы формирования / И.М. Осмоловская // Директор
школы. 2006. № 8.
С.63-68.
THE EFFECTIVENESS OF DEBATING ACTIVITIES IN EFL CLASSROOMS
Zairova N.Yu.
EFL assistant teacher, English Language and Literature Department
KarSU named after Berdakh, Nukus, Uzbekistan
+998913725466
Mambetullaeva M.
1
st
year student, KarSU named after Berdakh,
Nukus, Uzbekistan
Abstract:
The article is dedicated to the study of various researchers‘ viewpoints on the importance of
using debating activities within both ESL and EFL classrooms and focuses on students‘ performing skills
to be developed within its implementation by the teacher.
Key words:
debates, English as a foreign language, English as a second language, speaking skills, critical
thinking, argumentation.
Аннотация:
Статья посвящена изучению точек зрения различных исследователей на важность
использования дискуссионной деятельности как в классах ESL, так и EFL, и фокусируется на
исполнительских навыках студентов, которые должны быть развиты в рамках ее реализации
преподавателем.
Ключевые слова:
дебаты, английский язык как иностранный, английский как второй язык,
разговорные навыки, критическое мышление, аргументация.
It is commonly known that the learning process is not effective when students «acquire» the
knowledge only by sitting in a classroom listening to the teacher and dealing with assignments. The
