Volume 04 Issue 03-2022
44
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
04
I
SSUE
03
Pages:
44-47
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
OCLC
–
1121105668
METADATA
IF
–
8.106
Publisher:
The USA Journals
ABSTRACT
This article discusses the methods of formulating intercultural communication on EFL students. And also describes
contents of linguacultural competence, through different sources including audio, texts, media, etc. Besides these
possible methods and techniques which are helpful in teaching cultural communication to the students have been
analysed.
KEYWORDS
Intercultural competence, media content, formulation, ESL, EFL, sociolinguistics, techniques.
INTRODUCTION
Knowing foreign languages does not mean that the
person can communicate in that or this language.
Being aware of Linguistic competence does not always
guarantee the successfulness of communication other
competences
are
needed
also.
Taking
into
consideration until the 50th the last century the
language was taken only in written texts and works
written by the writers. Language was implied as a
structural and isolated. Intercultural communication
as a field of study began after World War II. Several
centuries ago the world seemed small, and most
people only communicated with others much like
themselves. Being interculturally aware of the usage of
language can help to communicate successfully
Research Article
FORMULATING INTERCULTURAL COMPETENCE ON EFL LEARNERS
Submission Date:
February 28, 2022,
Accepted Date:
March 20, 2022,
Published Date:
March 31, 2022 |
Crossref doi:
https://doi.org/10.37547/tajssei/Volume04Issue03-05
Normurodov Kamol Ikromovich
Head teacher JSPI, Uzbekistan
Xasanov Adham
Master’s Department student of JSPI, Uzbekistan
Journal
Website:
https://theamericanjou
rnals.com/index.php/ta
jssei
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 03-2022
45
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
04
I
SSUE
03
Pages:
44-47
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
OCLC
–
1121105668
METADATA
IF
–
8.106
Publisher:
The USA Journals
through the people who are belong to different
cultures.
Before diving deep into the crux point of the issue I
want to differentiate ESL and EFL. So as it is known in
our country we learn English as a Foreign language,
which means English is not considered as a second
language in our educational facilities. It is taught in
India, some African republics and European countries
as a second language. So the question arises which is
easier to teach intercultural communication to ESL
classes or EFL? This is not easy question to reply. To
answer this firstly we have to define the culture and
how it is connected to language.
As it is known culture consists of the shared beliefs,
values, and assumptions of a group of people who
learn from one another and teach to others that their
behaviours, attitudes, and perspectives are the correct
ways to think, act, and feel.
We think of intercultural communication as interaction
between two people from different countries. While
two distinct national passports communicate a key
part of our identity non-verbally, what happens when
two people from two different parts of the same
country
communicate?
Indeed,
intercultural
communication happens between subgroups of the
same country.
Culture is part of the very texture of our thought, and
we cannot separate ourselves from it, even as we leave
home and begin to define ourselves in new ways
through work and achievements. Every business or
organization has a culture, and within what may be
considered a global culture, there are many
subcultures or co-cultures. . For example, taking into
consider the difference between the blue and white
collar workers in a corporation. We can quickly see two
distinct groups with their own symbols, vocabulary,
and values.
One of the main problems in teaching intercultural
communication is that teachers who teach on this
subject mainly focus on culture itself. I several times
observed the classes and concluded. Students and
teachers always discuss on the cultural differences for
example, the compare Japanese and Mexican cultures
etc.
But the main core is omitted, formulating
interculturally competent to my mind is closely
connected thought, what to say and what words
should be chosen in different situations while
communicating through individuals from different
culture backgrounds. Consider that in our culture we
have several addresses to whom the individual whom
we don’t know about. It is natural to call amaki, aka,
hola etc. But if is it possible to translate the words into
other language and use them to people culturally
different. Do they accept the concept as Uzbek people
do? Of course it is impossible because language and
our mental thought is closely connected to each other.
Our culture operates the usage of words situationally.
In order to culturally being aware individuals need to
know psycholinguistics, sociolinguistics. In addition to
the above samples we can illustrate other examples.
It is commonly used in Uzbek “I’ll be back in five
minutes”. The notion time is received differently in
different cultures. The amount of time elapsed before
being considered late for an appointment varies widely
from culture to culture. The Japanese are extremely
prompt in meeting with someone at an appointed
time. It is considered very rude to keep someone
waiting even for several minutes. Many Japanese
students have never been late for a class. In contrast,
individuals in the Middle East are extremely relaxed
about punctuality.
Volume 04 Issue 03-2022
46
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
04
I
SSUE
03
Pages:
44-47
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
OCLC
–
1121105668
METADATA
IF
–
8.106
Publisher:
The USA Journals
Thus there are lots of techniques teaching culture. For
instance, Hughes
‟
(1994: 167-168) list of techniques for
teaching cultural awareness includes eight “vehicles”
which he considers the most practical. Chastain (1988:
308-315) entitles the chapter where he describes
methods of teaching culture.
There are list of techniques and activities is compiled
from various sources and are mostly meant to be used
in class.
Creating an authentic environment.
Displays, posters,
bulletin boards, maps and realia can create a visual and
tangible presence of the other culture, especially in
real life situation where language and culture are
taught in foreign country.
The cultural aside
. Its helps to create a cultural content
for language items as well as helps learners to make
mental associations similar to those that as native
speakers.
The slice-of-life technique.
This is a technique that the
teacher explains or describes a partial situation from
other culture life in the beginning of the lesson. This
may include a music or short video from other culture.
The culture capsule
. This technique leads the students
making oral presentations about another culture both
in class and at home. One of the pros of this technique
close-packed and practicality.
The culture cluster.
By clustering culture the students
feel confident in this or that culture preparing different
activities including role-plays.
The self-awareness technique.
This technique helps
the learners to compare cultures from their
backgrounds.
To sum up, a great variety of techniques, ranging from
short activities to more time- consuming student
research and internet-based activities, allow teachers
to bring some element of culture into almost every
language class. Using different media sources also can
help students being culturally aware of the usage of
language. Media sources tech students not how to
think, but what to think about.
REFERENCES
1.
Allen, B. J. (2004). Difference matters:
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Collier, M. J. (1988). A comparison of
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4.
Mirzaakbarov, S. B., & Akhmedova, M. (2021).
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Volume 04 Issue 03-2022
47
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
04
I
SSUE
03
Pages:
44-47
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
OCLC
–
1121105668
METADATA
IF
–
8.106
Publisher:
The USA Journals
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