WHY CULTURE MATTERS IN LANGUAGE LEARNING?

Annotasiya

Language learning is not just a cognitive or academic process—it is deeply cultural. Understanding a language means more than memorizing vocabulary and mastering grammar, but also it involves grasping the cultural contexts in which the language is spoken. This article explores the close connection between language and culture, explaining how culture affects communication, shapes meaning, and supports more effective language acquisition. It argues that incorporating cultural knowledge into language education enhances learners' linguistic competence and intercultural communication skills, making them more confident and competent users of the target language.

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Yildan beri qamrab olingan yillar 2022
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Annotasiya

Language learning is not just a cognitive or academic process—it is deeply cultural. Understanding a language means more than memorizing vocabulary and mastering grammar, but also it involves grasping the cultural contexts in which the language is spoken. This article explores the close connection between language and culture, explaining how culture affects communication, shapes meaning, and supports more effective language acquisition. It argues that incorporating cultural knowledge into language education enhances learners' linguistic competence and intercultural communication skills, making them more confident and competent users of the target language.


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ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6

WHY CULTURE MATTERS IN LANGUAGE LEARNING?

Rokhila Bafoeva

Assistant teacher of Asia International University, History and Philology Department.

Makhmudova Madina

Student of Asia International University.

https://doi.org/10.5281/zenodo.15664460

Abstract.

Language learning is not just a cognitive or academic process

it is deeply

cultural. Understanding a language means more than memorizing vocabulary and mastering
grammar, but also it involves grasping the cultural contexts in which the language is spoken.

This article explores the close connection between language and culture, explaining how

culture affects communication, shapes meaning, and supports more effective language
acquisition. It argues that incorporating cultural knowledge into language education enhances
learners' linguistic competence and intercultural communication skills, making them more
confident and competent users of the target language.

Keywords:

Language acquisition, culture, intercultural competence, communication,

language education, cultural awareness, second language learning.

Introduction.

The study of language is incomplete without the study of culture. As

linguist Claire Kramsch (1993) stated, “when people learn a language, they are not just learning

words and grammar

they are also learning how people think, behave, and interact within that

culture". Learning a new language, therefore, involves entering a new cultural world.For

example, just knowing how to say “hello” isn’t enough —

you must know how, when, and to

whom to say it, which depends on cultural context.

Main div.

Cultural elements influence how language is used in daily life

how people

greet each other, express emotions, show respect, argue, or apologize. This article explores why
it is important to include culture in language learning and explains how cultural awareness can
help learners communicate more smoothly, confidently, and respectfully.

Language and culture are deeply interconnected, functioning as two sides of the same

coin. Language is not only a means of communication but also a carrier of culture

it reflects a

community’s worldview, traditions, and social values.

According to Claire Kramsch (1998),

language expresses cultural reality (what people say and do), embodies cultural reality (how
people speak shows what they value), and symbolizes cultural identity (how they define
themselves through language). This shows that language is shaped by, and shapes, culture in
complex ways. For example, the concept of politeness varies widely across cultures. In Japanese,
there are different verb forms depending on the status of the speaker and listener (Keigo system).

English also uses polite expressions, but in a more simplified way. Without

understanding these cultural nuances, language learners may appear rude or awkward despite
knowing the correct grammar.

Why Culture Matters in Language Learning:
1. Enhances Communication Skills and Pragmatics
Understanding cultural aspects helps language learners use language correctly in various

social situations. For instance, a study published in the Journal of Pragmatics (2019) found that
learners who received training in cultural pragmatics experienced 40% fewer misunderstandings
during real conversations compared to those who focused only on vocabulary and grammar.

2. Improves Motivation and Engagement


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According to research by the British Council (2017), learners who interacted with cultural

content such as films, music, festivals, and history showed a 30% boost in both motivation and
enjoyment during their language studies. This increased interest encourages longer study
sessions and better memory retention.

3. Facilitates Deeper Understanding and Contextual Learning
Culture provides important context for language use because many expressions, jokes,

and idioms do not translate directly. A 2020 study by the Modern Language Association (MLA)
revealed that students who learned about cultural backgrounds alongside language scored 25%
higher on tests involving idiomatic and context-based language.

4. Prepares Learners for Real-World Interaction
In global settings like business, tourism, and diplomacy, knowing the culture is just as

crucial as knowing the language. The European Commission’s 2018 survey on intercultural skills

showed that 85% of employers consider cultural knowledge essential alongside language
proficiency, as it helps avoid misunderstandings and builds trust.

5. Supports Identity and Cross-Cultural Awareness
Studying the culture connected to a language helps learners become more empathetic and

aware of cultural diversity. This leads to greater open-mindedness and less prejudice. Research
published in the International Journal of Intercultural Relations (2021) indicated that cultural

education in language courses increases learners’ intercultural sensitivity by 35%.

How to Integrate Culture in Language Learning:
1. Utilize Real Cultural Resources
Using original content like movies, songs, newspapers, and books from the target

language’s culture enhances both language acquisition and cultural awareness. According to the

European Centre for Modern Languages (2018), students exposed to such materials
demonstrated a 28% gain in cultural understanding and a 22% boost in language skills when
compared to those taught with only standard textbooks.

2. Engage Learners in Cultural Projects and Activities
Interactive experiences

such as preparing cultural dishes, participating in traditional

celebrations, or simulating real-life cultural situations

allow students to immerse themselves in

the culture. The International Journal of Language and Culture (2020) reported that such
experiential learning raised student motivation by 35% and improved their ability to remember
cultural content.

3. Provide Instruction in Pragmatics and Social Norms
Teaching students how to use language appropriately based on context

including tone,

politeness, and social rules

better equips them for authentic communication. A 2019 study in

the Journal of Pragmatics revealed that students who received training in these areas experienced
40% fewer misunderstandings in intercultural conversations.

4. Include Intercultural Communication Strategies
Helping learners understand how values, communication patterns, and cultural behaviors

differ across societies strengthens their cross-cultural competence. A 2021 study by the Center
for Applied Linguistics found that language courses integrating intercultural communication

practices increased students’ cultural sensitivity by 38%.

5. Incorporate Technology and Online Cultural Exchanges
Digital tools like video calls, forums, and social media give students the opportunity to

interact directly with native speakers, creating real-time cultural engagement.


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Findings in Language Learning & Technology (2022) showed that participants in virtual

exchanges improved their cultural knowledge by 33% and enhanced their speaking skills by
25%.

6. Promote Cultural Comparison and Reflection
Encouraging students to reflect on the differences and similarities between their own

culture and the one they are studying

through essays, discussions, or journals

deepens their

cultural insights. According to Foreign Language Annals (2017), these reflective tasks increased
empathy and reduced stereotypes among learners by 30%.

Conclusion.

Language and culture are closely linked, and to truly learn a language, one

must also understand its cultural background. Being aware of cultural differences helps learners

communicate more effectively, respectfully, and with greater understanding. In today’s

increasingly connected world, knowing the language alone isn't enough

without cultural

knowledge, meaningful interaction is limited. That’s why both teachers and students should

realize that mastering a language also means understanding the way of life and values behind it.


References

1.

Bafoeva, R. (2025). FRAGMENTATION IN AMERICAN AND UZBEK

POSTMODERN LITERATURE: A COMPARATIVE ANALYSIS.

Modern Science and

Research

,

4

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2.

Rohila, B., & Malika, D. (2024). The benefits of learning English as a second language.

In

Formation and Development of Pedagogical Creativity: International Scientific-

Practical Conference (Belgium)

(Vol. 5, pp. 10-13).

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Bafoeva, R. (2025). Stages and History of the Development of the American Postmodern

Literary Movement.

Spanish Journal of Innovation and Integrity

,

40

, 22-31.

4.

Bafoeva, R. (2025). Comparative Analyses of Fragmentation in American and Uzbek

Literature.

Spanish Journal of Innovation and Integrity

,

39

, 118-122.

5.

Bafoeva, R. (2025). Characteristics of postmodern literature: Playfulness, Fragmentation,

Metafiction, Intertextuality in literary works of Thomas

Pynchon and Ulug’bek

Hamdam.

Spanish Journal of Innovation and Integrity

,

38

, 36-40.

6.

Bafoeva, R. (2024). The Developing Stages of American Postmodern Literature and its

Importance.

Miasto Przyszłości

,

55

, 538-540.

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Bafoeva, R. (2024). Stages of Development and History of the English (Western)

Postmodern Literary Movement.

EUROPEAN JOURNAL OF INNOVATION IN

NONFORMAL EDUCATION

,

4

(11), 25-29.

8.

Vаlijоnоvnа, B. R. (2024). Pоstmоdеrnistic Idеаs in Ulugbеk Hаmdаm's Nоvеl" Sаbо

Аnd Sаmаndаr" and thеir Аnаlysis.

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NONFORMAL EDUCATION

,

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(9), 28-32.

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TA'LIM VA

RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI

,

4

(4), 339-343.


background image

594

ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 6

12.

Bafoeva, R. (2024). FEATURES AND WRITERS OF POSTMODERNISM IN

LITERATURE.

TA'LIM VA RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI

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Bafoeva, R. (2023). XORIJIY TILLARNI O'QITISHNING YANGICHA USULLARI.

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Bafoeva, R. (2024). THE IMPORTANCE OF PROVERBS IN ENGLISH, RUSSIAN,

UZBEK LANGUAGES.

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3

(1), 33-38.

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Bafoeva, R. (2023). The concept of family in English, Russian and Uzbek

proverbs.

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(2993-2769)

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Proverbs.

American Journal of Language, Literacy and Learning in STEM Education

(2993-2769)

. 1, 9 (Nov. 2023), 292

296.

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Bafoeva, R. (2023). NEW METHODS OF TEACHING FOREIGN LANGUAGES.

Modern Science and Research, 2(10), 58-63.

21.

Pirmanovna, N. G., & Bafoeva, R. (2022). NATIONAL AND CULTURAL PROVERBS

IN ENGLISH AND UZBEK LANGUAGES AND THEIR UNIVERSAL FEATURES.

Новости образования: исследование в XXI веке, 1(4), 500

-503.

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Pirmanovna, N. G., & Bafoeva, R. (2023). INGLIZ VA O’ZBEK MAQOLLARING

GENDER XUSUSIYATLARI.

World of Science

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(5), 167-169.

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Pirmanovna, N. G., & Bafoeva, R. (2023). O’ZBEK VA INGLIZ MAQOLLARININ

G

JAMIYATDAGI

TUTGAN

O’RNI

VA

ULARNING

O’RGANILGANLIK

DARAJASI.

SCIENTIFIC

APPROACH

TO

THE

MODERN

EDUCATION

SYSTEM

,

2

(14), 74-76.

24.

Bafoeva, R. (2023). INGLIZ VA O’ZBEK MAQOLLARINING SHAKLLANISH VA

O’RGANILISH MASALALARI.

Научный Фокус,

1(3), 29-31.

25.

Bafoeva, R. (2023). INGLIZ VA O’ZBEK MAQOLLARINING KOGNITIV

TAHLILIIngliz vа ozbek mаqollаri tizimlаri hаqidа gаp ketgаndа ulаrning mohiyаti bir

-

biridаn аjrаlib turishi аniq bo'lаdi, chunki ulаr turli xil tаrixiy, ijtimoiy va iqtisodiy
shаroitlаrdа rivojlаngаn, vа bu mаqoll.

World of Science, 6(6), 207-211.

26.

Pirmanovna, N. G., & Bafoeva, R. (2023). LINGUISTIC AND CULTURAL ANALYSIS

OF ENGLISH AND UZBEK PROVERBS. Finland International Scientific Journal of
Education, Social Science & Humanities, 11(4), 227-230.

27.

Bafoeva, R. (2023). THE IMPORTANCE OF INTERACTIVE GAMES IN LEARNING

FOREIGN LANGUAGES PROCESS.

Modern Science and Research

,

2

(10), 510-512.

Bibliografik manbalar

Bafoeva, R. (2025). FRAGMENTATION IN AMERICAN AND UZBEK POSTMODERN LITERATURE: A COMPARATIVE ANALYSIS. Modern Science and Research, 4(4), 514-520.

Rohila, B., & Malika, D. (2024). The benefits of learning English as a second language. In Formation and Development of Pedagogical Creativity: International Scientific-Practical Conference (Belgium) (Vol. 5, pp. 10-13).

Bafoeva, R. (2025). Stages and History of the Development of the American Postmodern Literary Movement. Spanish Journal of Innovation and Integrity, 40, 22-31.

Bafoeva, R. (2025). Comparative Analyses of Fragmentation in American and Uzbek Literature. Spanish Journal of Innovation and Integrity, 39, 118-122.

Bafoeva, R. (2025). Characteristics of postmodern literature: Playfulness, Fragmentation, Metafiction, Intertextuality in literary works of Thomas Pynchon and Ulug’bek Hamdam. Spanish Journal of Innovation and Integrity, 38, 36-40.

Bafoeva, R. (2024). The Developing Stages of American Postmodern Literature and its Importance. Miasto Przyszłości, 55, 538-540.

Bafoeva, R. (2024). Stages of Development and History of the English (Western) Postmodern Literary Movement. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 4(11), 25-29.

Vаlijоnоvnа, B. R. (2024). Pоstmоdеrnistic Idеаs in Ulugbеk Hаmdаm's Nоvеl" Sаbо Аnd Sаmаndаr" and thеir Аnаlysis. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 4(10), 76-80.

Bafoeva, R. (2024). Characteristics of Postmodern Literature: Fragmentation, Intertextuality, Black Humor. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 4(9), 28-32.

Bafoeva, R. (2024). IMPORTANCE OF READING AND READING STRATEGIES. TA'LIM VA RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI, 4(6), 108-114.

Bafoeva, R. (2024). LITERARY WORKS IN POSTMODERNISM PERIOD. TA'LIM VA RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI, 4(4), 339-343.

Bafoeva, R. (2024). FEATURES AND WRITERS OF POSTMODERNISM IN LITERATURE. TA'LIM VA RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI, 4(4), 104-110.

Bafoeva, R. (2024). POSTMODERNISM IN LITERATURE. TA'LIM VA RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI, 4(3), 86-90.

Bafoeva, R. (2024). POSTMODERNISM IN LITERATURE. TA'LIM VA RIVOJLANISH TAHLILI ONLAYN ILMIY JURNALI, 4(3), 86-90.

Bafoeva, R. (2023). INGLIZ VA O'ZBEK MAQOLLARIDA TA'LIM TUSHUNCHASI.

Bafoeva, R. (2023). XORIJIY TILLARNI O'QITISHNING YANGICHA USULLARI.

Bafoeva, R. (2024). THE IMPORTANCE OF PROVERBS IN ENGLISH, RUSSIAN, UZBEK LANGUAGES. Modern Science and Research, 3(1), 33-38.

Bafoeva, R. (2023). The concept of family in English, Russian and Uzbek proverbs. American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 1(10), 651–654. Retrieved from https://grnjournal.us/index.php/STEM/article/view/2279

Rokhila Bafoeva 2023. The Concept of Education in English and Uzbek Proverbs. American Journal of Language, Literacy and Learning in STEM Education (2993-2769). 1, 9 (Nov. 2023), 292–296.

Bafoeva, R. (2023). NEW METHODS OF TEACHING FOREIGN LANGUAGES. Modern Science and Research, 2(10), 58-63.

Pirmanovna, N. G., & Bafoeva, R. (2022). NATIONAL AND CULTURAL PROVERBS IN ENGLISH AND UZBEK LANGUAGES AND THEIR UNIVERSAL FEATURES. Новости образования: исследование в XXI веке, 1(4), 500-503.

Pirmanovna, N. G., & Bafoeva, R. (2023). INGLIZ VA O’ZBEK MAQOLLARING GENDER XUSUSIYATLARI. World of Science, 6(5), 167-169.

Pirmanovna, N. G., & Bafoeva, R. (2023). O’ZBEK VA INGLIZ MAQOLLARINING JAMIYATDAGI TUTGAN O’RNI VA ULARNING O’RGANILGANLIK DARAJASI. SCIENTIFIC APPROACH TO THE MODERN EDUCATION SYSTEM, 2(14), 74-76.

Bafoeva, R. (2023). INGLIZ VA O’ZBEK MAQOLLARINING SHAKLLANISH VA O’RGANILISH MASALALARI. Научный Фокус, 1(3), 29-31.

Bafoeva, R. (2023). INGLIZ VA O’ZBEK MAQOLLARINING KOGNITIV TAHLILIIngliz vа ozbek mаqollаri tizimlаri hаqidа gаp ketgаndа ulаrning mohiyаti bir-biridаn аjrаlib turishi аniq bo'lаdi, chunki ulаr turli xil tаrixiy, ijtimoiy va iqtisodiy shаroitlаrdа rivojlаngаn, vа bu mаqoll. World of Science, 6(6), 207-211.

Pirmanovna, N. G., & Bafoeva, R. (2023). LINGUISTIC AND CULTURAL ANALYSIS OF ENGLISH AND UZBEK PROVERBS. Finland International Scientific Journal of Education, Social Science & Humanities, 11(4), 227-230.

Bafoeva, R. (2023). THE IMPORTANCE OF INTERACTIVE GAMES IN LEARNING FOREIGN LANGUAGES PROCESS. Modern Science and Research, 2(10), 510-512.