THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
117
PRACTICE OF DEVELOPING INTERCULTURAL COMPETENCE OF
FUTURE FOREIGN LANGUAGE TEACHERS IN UNIVERSITIES
Mirzayeva Sayyora Rustamjon qizi
doctoral student of Namangan State University
Email: ermamatova.sayyora94@gmail.com
https://doi.org/10.5281/zenodo.16880807
Annotatsiya:
Ushbu maqolada biz talabalarning chet tilini o'rganishdagi
madaniyatlararo kompetensiyasi, mavzuga oid ba'zi masalalar va dars davomida
muvaffaqiyatga erishish yo'llari haqida gapirishni maqsad qilganmiz. "Asl
dunyo" va "maqsadli jamoa olami" o'rtasidagi munosabatni bilish, bilish va
tushunish (o'xshashlik va farqli farqlar) madaniyatlararo ongni keltirib
chiqaradi.
Kalit so’zlar:
Madaniy jihatlar, madaniyatlararo kompetentsiya, madaniy
o'ziga xosliklar, madaniyatlararo uchrashuvlar.
Аннотация:
В данной статье мы рассмотрим межкультурную
компетентность студентов, изучающих иностранный язык, некоторые
вопросы, связанные с этой темой, и пути достижения успеха на занятиях.
Знание, осознание и понимание взаимосвязи (сходств и отличительных
различий) между «исходным миром» и «миром целевого сообщества»
формируют межкультурную компетентность.
Ключевые
слова:
Культурные
аспекты,
межкультурная
компетентность, культурная идентичность, межкультурные контакты.
Abstract:
In this article we aim to speak about intercultural competence of
students` in learning a foreign language, some issues relating the theme and
ways of achieving success during the class. Knowledge, awareness and
understanding of the relation (similarities and distinctive differences) between
the ‘world of origin’ and the ‘world of the target community’ produce an
intercultural awareness.
Keywords:
Cultural aspects
,
intercultural competence, cultural identities,
intercultural encounters.
There has been an increase in the importance of the cultural aspect in
teaching and learning foreign languages, and teachers nowadays are supposed
to stimulate the acquisition and development of intercultural competence in
their students. Foreign language teaching and learning should be regarded from
an intercultural perspective. The foreign language classes can be the link
between the two cultures by which students have the opportunity to discover
other values, mentalities, and facets of life. In doing this, a new vision should be
taken into consideration, in which the teacher naturally and harmoniously
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
118
combines the linguistic and cultural elements in the educational process during
all types of lessons, irrespective of the topic being dealt with, or whether they
focus on grammar or vocabulary issues. The culture and civilization notions
must not be regarded separately, but should be integrated in the activities meant
to develop the four language skills.
There are many ways in which modern languages are currently learnt and
taught. Cultural identities (the identities which people construct on the basis of
their membership of cultural groups) are a particular type of social identity.
Culture itself is a notoriously difficult term to define. Cultures also change over
time because of their members’ internal contestation of the meanings, norms,
values and practices of the group. The ways in which individuals relate to the
cultures to which they are affiliated are complex. Because cultural participation
and cultural practices are context-dependent and variable, individuals use the
multiple cultural resources which are available to them in a fluid manner to
actively construct and negotiate their own meanings and interpretations of the
world across the various contexts which they encounter in their everyday lives.
However, cultures also constrain and limit the thoughts and actions of
individuals. Cultural affiliations influence not only how people perceive
themselves and their own identities, but also how they perceive others, other
groups and other ways of acting, thinking and feeling, and how they perceive the
relationships between groups. Intercultural competence is therefore a
combination of attitudes, knowledge, understanding and skills applied through
action which enables one, either singly or together with others, to: ––
understand and respect people who are perceived to have different cultural
affiliations from oneself; –– respond appropriately, effectively and respectfully
when interacting and communicating with such people; –– establish positive and
constructive relationships with such people; –– understand oneself and one’s
own multiple cultural affiliations through encounters with cultural “difference”.
Here, the term “respect” means that one has regard for, appreciates and
values the other; the term “appropriate” means that all participants in the
situation are equally satisfied that the interaction occurs within expected
cultural norms; and “effective” means that all involved are able to achieve their
objectives in the interaction, at least in part.
Intercultural competence involves an awareness of the role of language
competences in intercultural encounters. It also involves an awareness that,
within intercultural encounters (as in all interactions), participants may have
different levels of competence in the language(s) being used, which can create
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
119
asymmetries or power differentials within the interaction. More generally, how
people interpret, and communicate within, intercultural encounters is shaped by
the languages and cultures which they bring to those encounters.
Intercultural encounters have now become an everyday occurrence for
large numbers of people in many countries. Such high levels of physical and
virtual intercultural contact have the potential to lead to self-enrichment and
benefit, since encountering otherness, or what is perceived to be different,
provides an opportunity for learning from, with and about each other and about
oneself. Developing intercultural competence through education is a powerful
tool for achieving intercultural understanding, appreciation and respect. The
successful development of intercultural competence, and the realisation of the
social vision upon which it is based, relies crucially upon the commitment and
support of a wide range of stakeholders, including politicians, policy makers,
education and training professionals, religious, spiritual and community leaders,
parents and carers, and of course learners themselves. To enable the
development of intercultural competence through education, the committed
support of all these stakeholders is required.
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