CC BY
104
природы домашней работы, домашняя работа полностью зависит от индивидуальных особенностей, способностей, организации и уровня самостоятельности учащихся [3].
Таким образом, при обучении иностранному языку учитель должен развивать познавательный интерес студентов, выбирать адекватные дидактические задачи и наиболее эффективные методы обучения, большое значение должно быть уделено подбору учебного материала с использованием индивидуального подхода.
Список литературы / References
1. Нишонов Усмонхон Ибрагимович. Обучение русскому языку как иностранному в вузах Узбекистана // Вопросы науки и образования, 2018. № 2 (14). С. 45-46. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/obuchenie-russkomu-yazyku-kak-inostrannomu-v-vuzah-uzbekistana/ (дата обращения: 20.11.2019).
2. Парпиева Махсуда Махмуджановна. Самостоятельные задания поискового и творческого характера как способ активизации деятельности на уроках русского языка // Достижения науки и образования, 2018. № 16 (38). С. 36-37. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/samostoyatelnye-zadaniya-poiskovogo-i-tvorcheskogo-haraktera-kak-sposob-aktivizatsii-deyatelnosti-na-urokah-russkogo-yazyka/ (дата обращения: 20.11.2019).
3. Абдуллаева М.Х., Урмонова Г.Х., Башарова Г.Г. Процесс внедрения информационных технологий в систему образования // Вестник науки и образования, 2019. № 19-2 (73). С. 5052. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/protsess-vnedreniya-informatsionnyh-tehnologiy-v-sistemu-obrazovaniya/ (дата обращения: 20.11.2019).
CULTURAL ASPECT IN TEACHING A FOREIGN LANGUAGE Alaberdieva G.B.1, Tashmatova M.A.2 Em ail: Alaberdieva17145@scientifictext.ru
'Alaberdieva Gulshodakhon Bakhtiyorovna - Teacher; 2Tashmatova Madina Abdukarimovna - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion is devoted to the issues of cultural aspect in teaching a foreign language. The authors of the article believe that the success of teaching a foreign language depends on a number of factors. One of them is to take into account the national cultural specific features of the society in which the language under study functions. Understanding a foreign-language text is impossible without understanding the cultural peculiarities of the language being studied and its accompanying creation. In the conditions of a modern global integration, it is necessary not only to know foreign words, but also to be familiar with the culture of other people, because behind each word there is a part of the picture of another world, a foreign linguistic and cultural. In teaching a foreign language, there is a need not only to pay attention to the relationship between language and culture, but also to teach a foreign language as an instrument of intercultural communication. Keywords: tool, intercultural, communication, necessity, interrelation, culture, foreign language, world, words, global, integration.
КУЛЬТУРОЛОГИЧЕСКИЙ АСПЕКТ В ПРЕПОДАВАНИИ ИНОСТРАННОГО ЯЗЫКА Алабердиева Г.Б.1, Ташматова М.А.2
'Алабердиева Гулшодахон Бахтиёровна — преподаватель; 2Ташматова Мадина Абдукаримовна — преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья посвящена вопросам культурологического аспекта в преподавании иностранного языка. Авторы статьи считают, что успешность обучения
иностранному языку зависит от ряда факторов. Одним из них является учет национально культурной специфики общества, в котором функционирует изучаемый язык. Понимание иноязычного текста невозможно без понимания культурных особенностей изучаемого языка, сопутствующих его созданию. В условиях современной глобальной интеграции необходимо не только знать иностранные слова, но и быть знакомым с культурой другого народа, ведь за каждым словом стоит часть картины иного мира, иноязычного и инокультурного. В преподавании иностранного языка возникает необходимость не только обращать внимание на взаимосвязь языка и культуры, но обучать иностранному как инструменту межкультурной коммуникации.
Ключевые слова: инструмент, межкультурный, коммуникация, необходимость, взаимосвязь, культура, иностранный язык, мир, слова, глобальный, интеграция.
UDC 372.881.1
Language and culture are two inseparable aspects of human life and thus the inclusion of cultural components throughout a language learning process is something indispensable. Intercultural competence is one of the key terms that have gained considerable popularity in recent years and it has contributed to the establishment of a novel insight in the realm of language teaching and learning. This new insight suggests that language learners are exposed to different types of cultural elements including pieces from target culture, source culture, and international culture. This blend aims to help language learners to develop intercultural competence that is attached high importance in the 21 st. century. In line with this trend, the new language teaching curricula and therefore the coursebooks based on the tenets of the recent curricula offer a blend of various cultural components of different origins. This article aims to discuss the role of culture in language teaching and learning process in general.
Before talking about raising the intercultural competence of students in teaching a foreign language we need to understand the terms "culture" in order to understand the subject under discussion. The concept of "culture" is used by many sciences, which indicates the breadth of scientific approaches in the study and understanding of culture, resulting in a variety of concepts and definitions developed during the study of these phenomenon of culture.
The term "culture" - originated from Latin, goes back to the Latin cultura, which means "cultivation", "processing" "care". Correspondingly, culture is the cultivation of land, cultivation of plants and animals. However, this term had another meaning already in Roman antiquity, which means portable - politeness, enlightenment. Hence, the term culture has one more meaning - educator, mentor. The transformation of this term in Roman antiquity testifies to its filling with universal content, the general context of this transformation - human science, education [1].
Culture is the world around us, bearing the imprint of human labor, mind and talent. Culture is a processed, "humanized" and, in this sense, "cultivated" nature. In this light, the things around us appear as a world of "revived objects", starting from everyday life and ending with works of art, priceless masterpieces that are created and cultivated by human labor. This is what distinguishes our world from its own reproducing nature. And the more we learn to see this cultural meaning of the "second nature" around us in understanding its meaning and cultural value, the more we will have reason to become cultural ourselves. After all, people equally need a household culture (use of elevator, for example, or public transport), and practical skills in various fields of activity (professional culture), and high spiritual culture.
Foreign language learning pursues an important educational goal - to introduce students into the cultural world of the country, to prepare them for communication at the intercultural level. Acquaintance with the cultural realities of English-speaking countries takes place, for example, through the introduction to the following background knowledge (i.e. knowledge of the representatives of a given ethnic and linguistic community): how people spend their leisure time, what is the subject of their conversations, what they like to eat, how they travel, what they read, etc. The students get a lot of information from the country study about the English-speaking countries and get acquainted with the cultural elements of the individual English-speaking countries [2].
The country study pages of the textbooks are of great cognitive interest. Information about the history, geography and culture of English-speaking countries and the members of the European Community are not informative texts, but photographs, slides, maps, diagrams, tables, short comments, authentic materials (such as a page from the advertising booklet, cultural events, etc.) raise students' interest to study a foreign language.
Country study, on the one hand, satisfies cognitive interests of students and, on the other hand, serves the purpose of enriching their vocabulary. Often, students are offered authentic documents, which they use to extract information, are not always verbal. In addition, they are encouraged to
transform the form of linguistic expression of this information (e.g., to replace the verb with a noun, to abbreviate or, conversely, to increase the expression, etc.).
In addition to the use of authentic materials presented in the textbooks, tables comparing the results are offered, where students come to conclusions about the place of English in terms of the number of people who speak it and the number of countries where it is a state language, in turn, it is a motivational moment for deeper learning of English. After learning about English-speaking countries, students can be invited to choose any country and make a presentation. For instance, when working on the topic of "London" (during Year 1), students, for example, draw up a program of stay for exchange students from England in Uzbekistan (as a model) [2].
Development of skills of adequate communication and mutual understanding with native speakers implies a certain level of socio-cultural competence, which consists of country studies background knowledge and knowledge of the relevant language units with national and cultural characteristic of the national culture. Ignorance of the socio-cultural context in which this foreign language functions leads to the interference of cultures and significantly complicates the process of communication [3].
References / Список литературы
1. Akramova N.M. The importance of culture in foreign language teaching. «Rossiyskaya nauka v sovremennom mire» KH Mezhdunarodnaya nauchno-prakticheskaya konferentsiya, 2017. Moskva. S. 228-229. [Electronic Resource]. URL: http://xn--80aa3afkgvdfe5he.xn--p1ai/%D0%A0%D0%9D%D0%A1%D0%9C10_originalmaket_N.pdf#page=228/ (date of access: 20.11.2019).
2. Joyce Merrill Valdes. Culture Bound. Cambridge University Press, 1995. S. 205.
3. Tomalin and Stempleski. Cultural Awareness, Oxford University Press, 1993. S. 189.
4. Kuzmina D.Yu. Facets of culture concept: principles of intercultural teaching // Nauchnyy rezul'tat. Pedagogika i psikhologiya obrazovaniya, 2016. № 1 (7). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/facets-of-culture-concept-principles-of-intercultural-teaching/ (date of access: 20.11.2019).
