Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The study of the problem of the development of linguistic
competence in students in the psychological and
pedagogical and methodological literature
Murodilla YAKUBBAYEV
Namangan State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received August 2024
Received in revised form
15 September 2024
Accepted 25 September 2024
Available online
15 October 2024
The article highlights the crucial role of linguistic and cultural
competence in fostering cross-cultural communication and
understanding. Through language, individuals acquire
knowledge about the world, developing the ability and readiness
to engage effectively with people from diverse cultures. This
process ultimately leads to cognitive communion, suggesting the
creation of a shared cognitive space where individuals can
connect and communicate despite their different backgrounds.
2181-
1415/©
2024 in Science LLC.
https://doi.org/10.47689/2181-1415-vol5-iss9/S-pp135-139
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
communicative components,
cultural competence,
cognitive communion,
language acquisition,
linguistic and cultural unity,
multicultural society.
Talabalarda lingvomadaniy kompetentlikni rivojlantirish
muammosining
psixologik-pedagogik
va
metodik
adabiyotlarda o‘rganilishi
ANNOTATSIYA
Kalit so‘zlar
:
kommunikativ
komponentlar,
madaniy kompetensiya,
kognitiv muloqot,
tilni o‘zlashtirish,
til va madaniy birlik,
ko‘p madaniyatli jamiyat.
Ushbu maqolada madaniyatlararo muloqot va ushbu
aloqalarni
rivojlantirishda
lingvistik
va
madaniy
kompetensiyaning muhim roli haqida yoritilgan. Shuningdek
ushbu maqolada til bilan birgalikda o‘sha tilga mansub
madaniyatni o‘rganish samarali muloqotning kalitidir, madaniy
va lingvistik kompetensiyaga asoslangan til o‘rganish kognitiv
muloqot jarayonini shakllantirishi xususida so‘z yuri
tilgan.
1
Doctor of Philosophy in Pedagogical Sciences, Associate Professor, Namangan State Institute of Foreign Languages.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
09 (2024) / ISSN 2181-1415
136
Исследование проблемы развития лингвокультурной
компетентности
у
учащихся
в
психолого
-
педагогической и методической литературе
АННОТАЦИЯ
Ключевые слова:
коммуникативные
компоненты,
культурная
компетентность,
когнитивное общение,
усвоение языка,
языковое и культурное
единство,
многокультурное
общество.
В статье подчеркивается важнейшая роль языковой и
культурной
компетентности
в
продвижении
межкультурного общения и взаимопонимания. Осваивая
знания о мире через язык, люди развивают способность и
готовность
эффективно
взаимодействовать
с
представителями разных культур. Этот процесс в конечном
итоге способствует когнитивному общению, создавая
общее когнитивное пространство, где люди могут
взаимодействовать и обмениваться идеями, несмотря на
различия в культурном и социальном происхождении.
Today, our world is undergoing constant changes, such as globalization, the
acceleration of the pace of development of society, the transition to a post-industrial and
information society, and a significant expansion of the scope of intercultural
communication. Education plays the most important role in the formation of a new stage
society. If earlier the result of education was a student who acquired all the knowledge,
skills, and qualifications that teachers taught, today the result of education is a competent
person in a particular field.
In connection with innovative research, the processes of modernization of society,
and the multifaceted transformation of the culture of Uzbekistan in solving the problem of
interaction and mutual understanding between representatives of different cultures, it is
of particular importance for the science of our country. Language, being a part of culture
and its tool, in the nude expresses special features of the national mentality. Based on this
idea, the science of linguoculturology emerged, and after it, the concept of
linguoculturology.
According to A. A. Podgorbunskikh, competence is the main characteristic of an
individual, a non-changing part of the personality, which can be used to predict further
actions of a person in all aspects of an individual's life in society [2].
We believe that in a generalized form, competence can be referred to as a quality,
and competence is considered as the possession of this quality. Comparing the concepts of
linguoculturological competence [3] and lingvokulturnaya street competence [2],
myprishliquote that these concepts have the same value characteristics and they are
identical. In our work, we will use the term linguocultural competence.
Formation of linguistic and cultural competence (hereinafter referred to as LCC)It is
one of the parts of the pedagogical phenomenon of communicative competence. In this
regard, we consider it important to consider some research positions about the concept of
"communicative competence". Vzglyaza R. Milrud, concludes that communicative
competence is the area of successful communication activity shown based on the acquired
tools and strategies of speech communication, supported by language skills and speech
skills.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
09 (2024) / ISSN 2181-1415
137
Gradually learning the language of a particular ethnic group, the individual becomes
the owner of the so-called language competence, i.e. a system of representations about the
grammatical structure of the language, which are characteristic of a person from the
moment of birth, in other words, are inherent in a person as a biological species, regardless
of his life experience, habitat, etc. G. V. Tokarev gives the following definition of
linguocultural competence: "... the ability to see and interpret facts in the context of the
same culture. Knowledge of the cultural connotations of the word, and the ability to study
these connotations in the act of communication indicate a formed linguistic competence.
The ability to see this phenomenon and explain the causes of connotations is the essence
of linguocultural competence" [1]. Modern linguistic science recognizes linguistic and
cultural competence as independent, separate from linguistic and communicative
competencies. This point of view is expressed in the studies of G. G. Bogdanovich, and V. I.
Karasik. From the point of view of V. I. Karasik, "... for adequate communication, a
requirement is the presence of acquaintance of communicants with the same elements of
the cognitive base of the national and cultural community, in the language of which
communication is carried out" [3].
V. V. Vorobyov understands linguocultural competence as knowledge of the entire
system of cultural values represented in the language by an ideal speaker [4].
We will consider linguocultural competence as knowledge of the language and
culture of a linguistic society, the skill of mastering basic characteristics that reflect the
mentality, spirituality, and national specifics of a given society and their implementation
in various spheres of activity. Linguocultural competence is also understood as the basic
linguocultural knowledge developed by a person in the process of his life and activity and
reflecting the traditions, norms, and rules that exist in a given culture and language. In
other words, it is the knowledge, ability and skills to apply basic linguistic and cultural
units that express the linguistic culture of society [1].
There are different approaches to determining the level of linguistic and cultural
competence. Thus, V. P. Furmanova notes that the source of linguistic and cultural
knowledge can be the development of systems of concepts, the semantic structure of which
reflects the cultural reality of a given nation, and where a culture-oriented content prevails
[2].
Among the most important concepts for our work, we single out the concept of
determining the composition of linguistic and cultural competence of L. A. Gorodetskaya,
because we believe that the development of a foreign language culture by students is based
on knowledge of their own culture. In her opinion, the structure of linguistic and cultural
competence as a phenomenon of consciousness includes two competencies: an
intracultural one- knowledge of the norms, rules, and traditions of the proper
linguocultural community, and cross-cultural activities- knowledge of linguocultural
norms, rules and traditions of another linguistic society [4].
O. I. Chalupo identifies the following components of linguistic and cultural
competence:
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
09 (2024) / ISSN 2181-1415
138
According to L. A. Gorodetskaya, a student of a foreign language and culture can
have linguocultural competence low medium, and high levels.
A low level of formation of linguistic and cultural competence is typical for
students who are dominated by stereotypical representations of the linguistic culture of
the country of the language being studied, who show a low level of linguistic and cultural
competence, which is demonstrated in the absence or extreme limitation of the use of
language units, language means, and a weak understanding of cultural values.
Students who study a language in educational institutions and have a certain
experience of working with linguistic and cultural materials (directly or indirectly
through books, films, etc.) are the owners of an average level of linguistic and cultural
competence.
A high level of linguistic and cultural competence is possessed by students who
easily use language tools, and have sufficient extensive knowledge in the field of
language and culture [2].
The study of cultural content with the use of linguistic means, i.e. parallel study of
the language and culture of the country of the language being studied, as is known,
increases the level of mastery of the language as a whole, as well as motivation. However,
it is still problematic to carry out purposeful and logically planned linguistic and cultural
work in the German language. The entire period of training, work provided with the
appropriate methodological apparatus with selected cultural content and lexical and
grammatical material. The absence of such a system can make it difficult to develop a
stereotype of behavior and cultural identity that meets the norms of native speakers.
After completing their studies at school, young people are exposed to a multi-
faceted and multicultural world, with all its prospects and opportunities. In this regard,
it is probably important for teachers to cover the linguistic and cultural aspects of the
language in the process of teaching a foreign language.
In this article, we assumed that the process of forming this competence occurs
most fruitfully taking into account the age characteristics of students.
components
of linguistic
and cultural
competence
combining linguistic and
cultural knowledge,
assimilation of which
will help to understand
the basic values of
society
preserve and improve
existing and
productionlinguocultural
orientations
knowledge of the moral,
humanistic and linguistic
components of human
culture
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
09 (2024) / ISSN 2181-1415
139
REFERENCES:
1. Hofstede, G. (2011). Cultures and organizations: Software of the mind (3rd ed.).
McGraw-Hill.
2. Byram, M. (1997). Teaching and assessing intercultural communicative
competence. Language, Culture and Curriculum, 41-56.
4. Deardorff, D. K. (2011). The intercultural competence construct: A review of
definitions, components, and measures. In D. K. Deardorff (Ed.), The SAGE handbook of
intercultural competence (pp. 25-52). SAGE Publications.
4. Gardner, R. C. (2001). The socio-educational model of second language learning:
An integrative approach. The Modern Language Journal, 549-562
