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PURPOSES OF TEACHING CULTURE Umarov B.N.
Umarov Bobir Norboyevich — Teacher, DEPARTMENT OF THE INTEGRATED SKILLS, FACULTY OF JUNIOR COURSES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: there are many different definitions of the word 'culture,' because it is multifaceted. Theorists and practitioners also bring their own perspective and experiences to their definitions. In this paper, inter-cultural communication competence is used to refer to the ability to communicate with people from diverse cultures in a mutually appropriate and effective manner. It needs motivation, knowledge, skill and strategy to demonstrate what behavior is appropriate and what is not. Keywords: culture, critical cultural awareness, political education, interaction, culturally-conditioned behaviours.
Kramsch defined culture as "membership in a discourse community that shares a common social space and history, and common imaginings" [3, p.10]. She also mentioned that the members of this discourse community may retain a common system of standards for perceiving, believing, evaluating and acting in their daily life even after they leave the community. Moran described culture as: The evolving way of life of a group of persons, consisting of a shared set of practices associated with a shared set ofproducts, based upon a shared set of perspectives on the world, and set within specific social contexts [4, p. 24].
The inter-culture education is to make the students explore and understand the culture of English-speaking countries, so that they have the sketchy understanding of the similarities or differences between Eastern culture and Western culture. It helps to improve students' sensitivity and resolution capability of the culture between East and West. It is useful to improve students' inter-cultural communicative competence. While cultural knowledge is mostly gained from other people, cultural awareness is gained from personal experience either directly through visits to foreign countries or indirectly through music, films and literature. According to Byram [1, p. 9], intercultural competence involves five elements:
(1) Attitudes: curiosity and openness, suspending disbelief about one's own and other cultures,
(2) Knowledge: products and practices of one's own and the other culture, societal and individual interaction,
(3) Skills in interpreting and relating: interpreting documents or events from the other culture and relating them to the documents from one's own culture,
(4) Skills of discovery and interaction: ability to acquire new knowledge and operate knowledge, skills and attitudes in real-time communication and
(5) Critical cultural awareness/political education: ability to evaluate critically practices and products of one's own and the other culture. In contrast, Seelye [5, p. 30] suggested six instructional goals, which he summarised as follows: teachers should "help the students to develop interest in who in the target culture did what, where, when and why" (the first five goals) and "some sophistication in evaluating statements about the culture and finding out more about it" (the sixth goal). Some authors modified cultural instruction goals into the following aspects: Helping students to
- develop an understanding of the fact that all people exhibit culturally-conditioned behaviours;
- develop an understanding that social variables such as age, sex, social class, and place of residence influence the way in which people speak and behave;
- become more aware of conventional behaviour in common situations in the target culture;
- increase their awareness of the cultural connotations of words and phrases in the target language;
- stimulate their intellectual curiosity about the target culture, and encourage empathy towards its people.
The stages in the cycle proposed by Kolb are as follows [2]:
1. Concrete experience, where learners participate and are engaged on a number of levels becomes participation where the task is direct or indirect engagement in the culture with the emphasis of knowing how the culture is.
2. Reflective observation, where, subsequent to the experience, the learners need to reflect on what they have experienced, which becomes description with a focus of knowing about one's culture.
3. Abstract conceptualization, where the learners assign meaning to the experience by developing explanation or theories, which becomes interpretation where learners concentrate on knowing why.
4. Active experimentation, where the learners reenter experience by devising strategies consistent with personal learning goals, and the nature of the content and the form of the experience becomes response, with an emphasis on self-awareness, knowing oneself.
References
1. Byram M., 1989. Cultural studies in foreign language education. Philadelphia: Multilingual Matters.
2. Kolb D.A., 1984. Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
3. Kramsch C., 1993. Context and culture in language teaching. New York: Oxford University Press.
4. Moran P.R., 2001. Teaching culture: Perspectives in practice. Australia: Heinle & Heinle.
5. Seelye H.N., 1993. Teaching culture: Strategies for inter- cultural communication (3rd ed.) Lincolnwood, IL: National Textbook Company.
SIGNIFICANCE OF LITERATURE TEACHING METHODOLOGY IN THE EDUCATIONAL PROCESS Fayzieva N.Sh.
Fayzieva Nodira Shukhratillaevna - English Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGE FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article provides information about importance of teaching literature in the academic process. It describes general comprehension of literature teaching methodology and focuses attention on how the instructor should build the learning process in order to achieve good results. The method of teaching literature should provide self-education of students in the process of mastering a specialty. Keywords: training, process, communication, teaching, interaction, learner, development, methodology, literature, scientific, discipline, psychology.
The method of teaching literature is designed to help develop the creative principles of the personality of the language teacher, to shape the future teachers' understanding of the literary development of learners, about the historical change in methods and methods of teaching literature, about the most characteristic kinds of professional activity of the teacher. Particularly important thing here is the formation of a new type of relationship between the teacher and the student, the preparation of the student for independent creative search. It is important for the future teacher not only to understand the specifics of teaching literature in a modern school, but also to acquire a certain perspective, an idea of the possible ways of his own creative work in schools of a particular profile, the principles of authoring programs and teaching aids. The nearest prospects for the development of methods of teaching literature: the humanization of the teaching and educational process, the differentiation of teaching, the integration of subjects and specific techniques, the approximation of the level of teaching to the level of development of modern science and culture, the creation of new technologies of lessons, variation programs, the intensification of methods of teaching literature [3].
Improving the teaching of literature in the school involves strengthening the moral, aesthetic and emotional impact of the literary work on the schoolchild reader, determining the system links of the school course of literature at various stages of literary education, fostering self-awareness and self-reliance, developing reader perception and interest in reading and studying literature, developing imagination and feelings of beauty, the formation of a creative approach to literature. In preparation for pedagogical creativity, it is important for the teacher of the literature to take into account various intersubject connections in the teaching of literature. It is primarily about the subjects of general humanitarian, psychological-pedagogical, literary and linguistic cycles.
The methodology of teaching literature is a discipline that seeks to explore ways of transferring scientific thought from teacher to student, and it concentrates on a rather wide range of issues related to redirecting knowledge. Teachers need to enter students in the world of a work of art, develop a receptivity of the word, reading skills, teach to observe and correlate life events with own for the student vision and understanding of the essence of what is happening, finally, prepare the student for the perception of that holistic knowledge about life and the world, which contains literature as an art form [4]. That is why it is so important to understand that teaching literature is associated with the prospect of personal development, where at the time of its formation there are two unknowns: 1) the future, and what it will require from the person, what kind of knowledge and skills, and 2) the very personality of the learner, since the teacher cannot accurately know what can come out of this or that disciple, how he will manifest himself in the circumstances of life.
