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TEACHING FOREIGN LANGUAGES AS A MEANS OF DEVELOPING
INTERCULTURAL COMPETENCE
E. V. Khan
4th year student, T. S. P. U. named after Nizami
Abstract. In the context of globalization, learning foreign languages is
gaining particular importance not only as a means of communication but also as a
way to develop intercultural competence. This article examines the significance of
an intercultural approach in foreign language teaching, emphasizing the necessity
of integrating cultural aspects into the educational process. The influence of
culture on linguistic communication is analyzed, along with the principles and
methods of developing intercultural competence. Special attention is given to the
role of information technologies and authentic interaction with native speakers in
fostering intercultural communication.
Keywords: foreign languages, intercultural competence, intercultural
communication, language education, intercultural approach, authentic interaction
In the context of globalization and the intensification of intercultural
connections in all spheres of society, the demand for specialists proficient in
foreign languages and possessing a high level of intercultural competence is
increasing. Modern methodologists and educators face the challenge of optimizing
and intensifying the process of foreign language learning to develop a secondary
linguistic personality capable of effective intercultural interaction.
An insufficient level of intercultural competence hinders adequate
understanding between representatives of different cultures, thereby obstructing the
processes of cultural exchange and enrichment. One of the key solutions to this
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problem is the application of an intercultural approach in foreign language
teaching. In modern conditions, language education is no longer merely a process
of language acquisition; it is transforming into a holistic system incorporating both
the theory and technology of foreign language education. Thus, language learning
should not only focus on vocabulary and grammar but also on a deep understanding
of the culture to which the language belongs.[1]
Intercultural communication training in foreign language learning is
implemented through the development of intercultural competence, which includes
knowledge, attitudes, and skills, as well as linguistic material presented in the form
of thematic blocks, typical communication situations, and task systems.
Knowledge within intercultural competence is viewed through the principle of
considering cultural universals characteristic of the studied language. In high-
context and collectivist cultures, a significant portion of meaning in communication
is conveyed not through direct verbal expressions but through non-verbal cues,
situational context, and social norms. In such linguistic systems, emphasis is placed
not so much on words as on their subtext, intonation, tone, and pauses. This is
particularly evident in interpersonal interactions, where open conflicts are avoided,
and the primary communicative goal is to maintain harmony and express
respect.[2]
Such cultural characteristics require foreign language learners not only to
master grammatical and lexical norms but also to understand hidden meanings,
social
hierarchy,
and
traditional
communication
models.
Successful
communication is possible only when these factors are taken into account, making
the intercultural approach to foreign language teaching an integral part of the
educational process. Research confirms that learning a foreign language is
impossible without immersion in the culture of its native speakers. In this context,
the concept of intercultural learning becomes especially significant. As noted by
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Columbia University professor Bonny Norton in her work "Identity and Language
Learning: Gender, Ethnicity, and Educational Change," the process of mastering a
new language goes beyond learning vocabulary and grammatical constructions. It
also includes familiarity with cultural traditions, norms, and worldview aspects
characteristic of that language.[3]
Norton's analysis of languages from different families demonstrates that each
language contains unique words and expressions shaped by the culture and mindset
of its speakers. This supports the thesis that language is formed under the influence
of historical, social, and cultural contexts. Therefore, full proficiency in a foreign
language requires not only mastering its structural elements but also gaining a deep
understanding of the worldview, values, and behavioral models of its native
speakers. As mentioned earlier, language and culture are inextricably linked, and
effective intercultural learning contributes to the expansion of students' cognitive
boundaries, the development of their flexible thinking abilities, and their successful
adaptation in a multilingual and multicultural environment. Studying the culture of
the language's native speakers not only enhances linguistic competence but also
fosters intercultural empathy, which is a crucial factor for successful interpersonal
communication in a globalized world.
Analyzing various researchers' approaches, one can conclude that culture in
the language-learning process represents contextual knowledge necessary for
successful communication in specific situations. It encompasses a set of social and
cultural norms, values, and symbolic meanings accumulated by the linguistic
community. Without understanding these aspects, full language proficiency is
unattainable, as communication extends beyond simple encoding and decoding of
information and involves interpreting meanings within a cultural context.
The practical significance of developing intercultural competence lies in its
ability to provide students with the opportunity to successfully interact with
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representatives of different cultures in academic, professional, and social spheres.
Foreign language proficiency combined with cultural awareness enhances
specialists' competitiveness in the international labor market while also fostering
personal growth, adaptability, and constructive dialogue skills.
All available resources – classroom environments, schools, local and
national contexts, as well as international collaborations – should be utilized for
intercultural interaction. New information technologies play a crucial role in this
process. These tools should help integrate students' real-life experiences in
intercultural communication into the educational process. Students should have
opportunities for authentic interaction with native speakers of the studied linguistic
culture. This acquired experience should be organically incorporated into the
learning process and monitored by both teachers and students through conscious
reflection and self-reflection. This approach emphasizes that the learning process
is individualized, dependent on students' efforts and their personal responsibility
for learning outcomes. Thus, intercultural competence becomes not only a
desirable outcome of foreign language learning but also an essential tool for
successful integration into the global community.
REFERENCES
1.
Baryshnikov N.V. Parameters of Teaching Intercultural Communication in
Secondary School. Foreign Languages at School, Moscow, 2002.
2.
Brooks, N. The analysis of language and familiar cultures. The cultural
revolution in foreign language teaching, 1975.
3.
Norton B. Identity and Language Learning: Gender, Ethnicity and Educational
Change. Singapore: Pearson Education Asia Pte Ltd. 2000.
