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CHET TILLARNI O‘QITISHDA MADANIYATLARARO
MULOQOTNING AHAMIYATI
Xazratova Zuxra Mamaraimovna,
O‘zDJTU, Xalqaro jurnalistika fakulteti katta o‘qituvchisi
Mahmudjonova Muxlisa Abror kizi,
O‘zDJTU, Xalqaro jurnalistika fakulteti talabasi
makhmudjonovamukhlisa@gmail.com
Annotatsiya.
Chet tilini o‘rganish jarayonida madaniyatlararo muloqot ko‘nikmalarini
rivojlantirish masalasi ushbu maqolaning diqqat markazida bo‘ladi. Samarali madaniyatlararo
muloqot o‘z madaniyati va boshqa madaniyatlar xaqida bilimga ega bo‘lish, shuningdek, xatti-
harakatlarni, leksik va grammatik qoidalarni baholash qobiliyatini talab qiladi.
Kalit so‘zlar.
Madaniyat, madaniyatlararo muloqot, ko‘p madaniyatli muhit, muloqot
qobiliyatlari, o‘zaro aloqa.
YABANCI DİL ÖĞRETİMİNDE KÜLTÜRLERARASI İLETİŞİMİN ÖNEMİ
Khazratova Zukhra Mamaraimovna,
UzSWLU, Uluslararası Gazetecilik Fakültesi Kıdemli Öğretmeni
Mahmudjonova Mukhlisa Abror kizi,
UzSWLU Uluslararası Gazetecilik Fakültesi Öğrencisi
makhmudjonovamukhlisa@gmail.com
Özet.
Bu makalenin odak noktası, yabancı dil öğrenme sürecinde kültürler arası iletişim
becerilerinin geliştirilmesidir. Etkili kültürler arası iletişim, hem kendi kültürünüzü hem de diğer
kültürleri bilmeyi ve ayrıca davranışları ve sözcüksel ve dilbilgisi kurallarını değerlendirme
kapasitesini gerektirir.
Anahtar kelimeler.
Kültür, Kültürler arası iletişim, çok kültürlü ortam, iletişim becerileri,
etkileşim.
ЗНАЧЕНИТЕЬНОСТЬ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ В
ПРЕПОДАВАНИИ ИНОСТРАННЫХ ЯЗЫКОВ
Хазратова Зухра Мамараимовна,
старший преподаватель факультета международной журналистики УзГУМЯ
Махмуджонова Мухлиса Аброр кизи,
студентка факультета международной журналистики УзГУМЯ
Аннотация.
В данной статье рассматривается вопрос развития навыков
межкультурной коммуникации в процессе изучения иностранных языков. Эффективная
межкультурная коммуникация требует знание как своей собственной, так и других
культур, а также способности оценивать поведение и лексические и грамматические
нормы.
Ключевые слова.
Культура, межкультурная коммуникация, мультикультурная среда,
коммуникативные навыки, взаимодействие.
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THE IMPORTANCE OF INTERCULTURAL COMMUNICATION
IN TEACHING FOREIGN LANGUAGES
Khazratova Zukhra Mamaraimovna,
senior teacher, International Journalism faculty, UzSWLU
Mahmudjonova Mukhlisa Abror kizi,
student, International Journalism faculty, UzSWLU
Abstract.
The issue of developing intercultural communication skills during the foreign
language learning process is the focus of this article. Effective intercultural communication
requires knowledge of both one’s own and other cultures, as well as the capacity to evaluate
behaviour and lexical and grammatical conventions.
Keywords.
Culture,
Intercultural
communication,
multicultural
environment,
communication skills, interaction
Effective cross-cultural communication is crucial in today's globalized society. Teaching a
foreign language must include more than just language skills; it also needs to include an awareness
and respect of cultural quirks. Intercultural communication equips students with the skills they
need to build meaningful relationships with others from diverse cultural backgrounds in addition to
navigating language barriers. The theoretical underpinnings, advantages, and difficulties of
intercultural communication in language instruction are all covered in this article. Teaching a
foreign language requires effective intercultural communication. It gives students a better
knowledge of cultural diversity and prepares them for efficient communication in everyday settings.
The conventional approach to teaching English to journalism students primarily emphasizes
teaching the regulated and standardized parts of language useth – at is, conforming to a neutral
linguistic norm. However, in fact, this method does not guarantee that students will communicate
effectively with native English speakers. This is because learners need to be able to recognize non-
standard linguistic phenomena in foreign speech in addition to being familiar with the language’s
normative layer in order to develop critical, effective communication and support.
Many authors consider a foreign language as a conduit for intercultural communication, the
mastery of which is unachievable without concurrent cultural studies. Culture is the framework in
which we live, think, feel, and interact with one another, claims G. Brown [1, p.23]. Mutual
understanding and full intercultural communication are guaranteed if the educational and
upbringing processes are structured so that a foreign language is studied as a phenomenon of the
national culture, as a linguistic world model of these people and this culture.
The ability of peoples and civilizations to exist independently is currently vanishing. A
person’s ethnic identification may change as a result of encountering diverse cultural contexts with
disparate value systems, which frequently makes assimilation more difficult. Since intercultural
competence is a crucial part of having a tolerant attitude toward other cultures and serves as the
foundation for a successful entry into the global society, this circumstance actualizes the issue of
multicultural education in pedagogical reality.
Pupils with a particular interest and curiosity focus on everything associated with the target
language nation, including history, culture, art, customs, traditions, daily lifestyles, beliefs, and
pastimes [2, p. 33].
Some learning factors are improved when intercultural conversation is incorporated into
language instruction. It first fosters empathy and tolerance for different viewpoints by promoting
cultural sensitivity and understanding. It challenges students to think critically about their cultural
prejudices and presumptions. By offering chances to interact with real materials, experiment with
various linguistic registers, and create efficient intercultural communication techniques,
intercultural communication also helps students become more proficient communicators. Finally,
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because it gives language learning relevance and significance, it raises learners’ motivation and
engagement.
Cross-cultural assignments that offer immersion in the culture of the target language nation
make this task easier to do. They demand analysis of these data in the form of diagnosing particular
situations and producing all available knowledge and abilities, rather than merely presenting ready-
made information from real life in an abstract manner.
These consist of interactive modelling, self-evaluation, biographical reflection, field
observation, simulations, and techniques for actively participating in intercultural communication
scenarios, such as dialogues, different games, situation analysis, and pieces of training. Active
approaches to intercultural learning include simulation games and training that let you show issues
in dynamics and give participants a chance to spend the required amount of time in certain
intercultural communication scenarios.
Effective cross-cultural communication is based on cultural sensitivity. This section looks at
doable tactics and exercises that teachers can use to help Uzbek pupils become more sensitive to
cultural differences. It looks at the importance of empathy-building exercises, cultural awareness
activities, and the difficulty of dealing with stereotypes [3, pp.107-118]. To effectively steer
students toward increased cultural sensitivity, it also explores the significance of intercultural
competence training for educators.
The evaluation of intercultural communication proficiency is a multifaceted process, and no
one assessment technique can fully capture a person’s proficiency. Therefore, to give a more
thorough review, a variety of assessment techniques and methodologies are frequently employed,
such as performance-based assessments, reflective diaries, and self-assessment applications. It also
emphasizes the significance of continuous assessment and feedback in tracking students’
development and guiding instructional modifications [4, pp. 274-293].
Using a variety of approaches and factors, the simulation method involves simulating
intercultural communication in certain scenarios and forecasting potential outcomes. For all
participants in the intercultural education process, simulation scenarios are typically a generic
experience of intercultural communication. In professional training, students can be allowed to
complete a particular discussion in multiple ways while considering the intercultural values that are
portrayed. The application of the methods under consideration enables us to conclude that, with
their assistance, it is possible to meaningfully compare and establish similarities and differences
between diverse cultural elements as well as to show how these elements relate to one national
culture. Using these techniques in the educational process enables representatives of various
cultures to successfully interact with people from other cultures, learn how to comprehend their
communication partners, and accomplish their objectives.
Even while there are many advantages to using intercultural communication in language
instruction, there are also some drawbacks to take into account. Finding appropriate, realistic
materials can be challenging for teachers, particularly in settings with few resources. Students could
also find it difficult to get past their cultural prejudices and modify their communication methods
accordingly. Additionally, the curriculum’s time limits could restrict how much emphasis is placed
on multicultural communication exercises. [5, p. 42].
In addition to the pragmatic objective of giving students the tools they need to communicate
verbally with native speakers, the intercultural dimension of foreign language instruction aims to
further developmental and general educational objectives. Learning a foreign language entails
stepping into an unknown world, opening up to new ideas, connecting with native speakers on a
cultural level, and adding a unique depth and complexity to communication.
In conclusion, the cornerstone of successful foreign language instruction is intercultural
communication. Through the integration of communicative competence and cultural knowledge,
language learners can acquire the abilities necessary to negotiate a variety of cultural contexts in
addition to linguistic ability. The advantages, difficulties, and theoretical underpinnings of
integrating intercultural communication into language instruction have all been covered in this
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article. Teachers can make their students’ foreign language learning experiences more inclusive and
interesting by using hands-on activities.
References:
1.
Brown G. Principlesof Language Learningand Teaching. - San Francisco: S. Fr.
StateUniversity: 1987. - 277 p.
2.
Bibler V.S. Dialogue of cultures and the school of the XXI century // School of Dialogue of
cultures: ideas, experience, problems. М., 1993. -P. 31-42.
3.
Bennett, M. (2013). Towards ethnorelativism: A developmental model of intercultural
sensitivity. In M. Bennett (Ed.), Basic Concepts of Intercultural Communication: Paradigms,
Principles, and Practices (pp. 107-118). Intercultural Press.
4.
Fantini, A. E. (2019). Assessing intercultural competence: Issues and tools. In D. K. Deardorff
(Ed.), The SAGE Handbook of Intercultural Competence (2nd ed., pp. 274-293). SAGE
Publications.
5.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
MultilingualMatters.
