73 КЕЛАЖАК УЦИТУВЧИСИ КОНЦЕПЦИЯСИ: ^АЁТИЙ ВАЗИЯТЛАРГА МОСЛАШИШ ТАЛАБЛАРИ
3. THE CONCEPT OF THE FUTURE TEACHER: THE REQUIREMENTS OF ADAPTATION TO LIFE SITUATIONS
КОНЦЕПЦИЯ БУДУЩЕГО УЧИТЕЛЯ: ТРЕБОВАНИЯ АДАПТАЦИИ К ЖИЗНЕННЫМ СИТУАЦИЯМ
THE ROLE OF INTERCULTURAL COMMUNICATION IN TEACHING FOREIGN LANGUAGES
Tokhirjon Makhmudjonovich Atakhojayev
Kokand State pedagogical institute
Gullila Adduvohidjon kizi Rakhmonaliyeva
The 3rd year student of Kokand State Pedagogical Institute [email protected]
Abstract: This article is devoted to the problem of intercultural communication in teaching foreign languages. It deals with the importance of intercultural communication and gives information about the role of intercultural communication in language learning.
Keywords: Intercultural communication, community, communicative approach, different cultures, cultural relations, cultural variety.
МАДАНИЯТЛАРАРО МУЛОЦОТНИНГ ЧЕТ ТИЛ УЦИТИШДАГИ
РОЛИ
Аннотация: Ушбу ма;олада чет тили у;итишда маданиятлараро муло;отнинг роли муаммосига тухталиб утилган. Унда чет тилини у;итишда, тил ургатиш баробарида чет эл маданиятини ургатишнинг ахдмиятига оид фикрлар келтириб утилган.
Калит сузлар: маданиятлараро муло;от, жамият, коммуникатив ёндашув,турли маданиятлар, маданий ало;алар, маданий ранг баранглик.
РОЛЬ МЕЖКУЛЬТУРНЫХ ОТНОШЕНИЙ ПРИ ОБУЧЕНИИ
ИНОСТРАННЫМ ЯЗЫКАМ
Аннотация: Данная статья посвящена изучению межкультурных отношений при обучении иностранным языкам. В нем рассмотрены значимость межкультурных отношений при обучении иностранным языкам.
Ключевые слова: межкультурные отношения, общество, коммуникативный подход, разные культуры, культурные связи, культурный разновидность.
Society and language are mutually indispensable. Language can have developed only in a social setting, however this may have been structured, and human society in any form even remotely resembling what is known today or is recorded in history could be maintained only among people speaking and understanding a language in common use. Two general approaches to teaching foreign languages have developed: The communicative approach, with its principal objective of increasing communicative competence, and the intercultural approach, with a focus on developing intercultural competence.
Intercultural Communication is a relatively new field of study and incorporates a fascinating mix of elements. As well as giving you a critical understanding of interculturality. Culture has always been part of foreign language teaching. In fact, only during a very short period of time after the Second World War, was it common belief shared among foreign language scholars that cultural topics should not be covered in the language classroom. Language scholars agree on the importance of culture in language classrooms and it has become one of the main research areas in foreign language study and teaching. This too, is justified by political and societal conditions. Contact between cultures increases via direct and indirect exchange, the transfer of products, and social networks.
Different cultures live together, work together, and go to school together. In brief, globalization has found its way into schools and one of the tasks of education, including language education, is to prepare students for this globalized world. An intercultural approach to language teaching gives one outlook on how this can be achieved.
Intrecultural communication aims to prepare students to familiarize them with traditions and customs of the other country and to make sure they can communicate with native speakers. Communicative competence, i.e. skills such as
listening, speaking, reading, and writing, are the main focus in the lessons, spiced up with cultural content.
Intercultural communication is the verbal and nonverbal interaction between individuals of different cultures, both at the community level and individual level. Culture is traditionally described as a national, ethnic, social class, and gender. However, culture is more complicated than these simple categories; cultural differences exist in individuals, and are derived from individual cultures such as beliefs, values and norms. As the world becomes more and more cultural various, the importance of the subjects connected with cross-cultural communication and its efficiency grows together.
Data on culture are necessary to overcome cross-cultural distinctions and to develop the cross-cultural relations. Cross-cultural communication is an adequate mutual understanding of two participants of the communicative act belonging to different national cultures.
Acquisition of skill of cross-cultural communication and attention emphasis on cultural distinctions allows us to learn how to behave in various cross-cultural situations. Role of modern interactive technologies and training methods in formation of cross-cultural competence - preparation of the person for life in the polycultural environment, understanding possessing developed feeling and respect of other cultures, in ability to live in peace and a consent with other people of different nationalities and beliefs.
Culture and communication are inseparable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted as culture is the foundation of communication.
Tomalin and Stempleski pointing out the intercultural relations gave their point of view. [ 4.16]. According to them, the teaching of culture has the following goals and is of and in its English as a foreign language a means of accomplishing them:
To help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviours.
To help students to develop an understanding that social variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave.
To help students to become more aware of conventional behaviour in common situations in the target culture.
To help students to increase their awareness of the cultural connotations of words and phrases in the target language.
To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence.
To help students to develop the necessary skills to locate and organize information about the target culture.
To stimulate students' intellectual curiosity about the target culture, and to encourage empathy towards its people.
Language teachers believe that culture teaching has value. It has long been the view of language theorists and researchers that a cultural component is essential in creating a complete and comprehensive language syllabus. It is believed that language students will acquire the cultural tools necessary to function in the target culture outside of school or in the «real» world.
Culture can be taught at the start of a language program even if it has to be taught in the first language or L1 to start. To accomplish this, Sellami proposes a three-stage approach where the primary stage of culture teaching occurs at the beginner level. [1.p.52]. At this level, language learners are merely introduced to cultural facts and are just becoming acquainted with the target culture. From there, learners progress through to the second stage which is suitable for students who have an intermediate level of language ability. Here, students begin to compare their own culture with that of the target culture and «attempts at understanding, empathy, appreciation and acceptance of the other are still in their embryo stage». The final stage is appropriate for the advanced language student as it involves a more in depth contact with the target culture and the aims of the previous second stage (as stated above) are finally being accomplished.
According to Peck, Culture is all the accepted and patterned ways of behavior of a given people.[3.p.36]. It is that facet of human life learned by people as a result of belonging to some particular group; it is that part of learned behavior shared with others. Not only does this concept include a group's way of thinking, feeling, and acting, but also the internalized patterns for doing certain things in certain way not just the doing of them. This concept of culture also includes the physical manifestations of a group as exhibited in their achievements and contributions to civilization. Culture is our social legacy as contrasted with our organic heredity. It regulates our lives at every turn, the aim of teaching culture is 'to increase students' awareness and to develop their curiosity towards the target
culture and their own, helping them to make comparisons among cultures'. These comparisons, of course, are not meant to underestimate foreign cultures but to enrich students' experience and cultural diversity.
REFERENCES
1. Akila Sellami-Baklouti Perspectives from Systemic Functional Linguistics. Tunisia. 2015.
2. Laura Cardona, Carlos Rico, Susan SarmientoDeveloping Cultural Awareness: The Text-Driven Approach as Evidence of a Good Language Teaching Practice. Journal: Creative Education, Vol.6 No.12, July 21, 2015
3. Robert Peck Linguist and Signals Analyst .W.2017
4. Tomalin, B., & Stempleski, S. (1993). Cultural Awareness. Hong Kong: Oxford University Press. (2009). Addressing Culture in the EFL Classroom: A Dialogic Proposal.
