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A COMPARATIVE ANALYSIS OF LINGUOCULTURAL AND INTERCULTURAL APPROACHES TO FOREIGN LANGUAGE TEACHING
Mukhamedjanov Sanjar Shukurullayevich, Tashkent state pedagogical university after Nizami, Tashkent, Uzbekistan
E-mail: uzsanjarbek@yandex.ru
Abstract. This article discusses two approaches to foreign language teaching: linguocultural and intercultural. Both approaches aim to develop communicative competence in students, encompassing linguistic, sociocultural, and cognitive components. The two approaches share common features, but also have significant differences.
Key words: linguocultural, intercultural approach, language acquisition, linguistic, communicative competence, communication skills.
In the modern world, characterized by globalization and integration, the study of foreign languages is becoming increasingly important. In this regard, significant changes are taking place in the methodology of teaching foreign languages, aimed at developing communicative competence in students, which includes not only language skills and abilities, but also knowledge about the culture of the country of the language being studied.
There are many approaches to foreign language teaching, each of which has its own characteristics and advantages. In this article, we will look at linguocultural and intercultural approaches to foreign language teaching.
The linguocultural approach to foreign language teaching is based on the relationship between language and culture. It views language as a means of expressing culture, and culture as the context in which language functions. It makes it possible to interpret linguistic semantics as a result of cultural experience, i.e. "to see a linguistic unit as not only a representative of a specific linguistic level, possessing characteristic grammatical features, but also - above all! - units of cultural memory of the people" [1, p. 36].
The goal of the linguocultural approach is to form students' ideas about the culture of the country of the language being studied, as well as to develop the ability to use the language in accordance with the norms and traditions of this culture. The linguocultural approach sets the parameters for a special teaching strategy, expressed in the formula "language acquisition ^ acquisition of facts of another culture" [2, p. 308].
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The intercultural approach to foreign language teaching aims to develop students' intercultural competence, which includes knowledge about different cultures, the ability to communicate with representatives of other cultures, and the ability to understand cultural differences. This approach involves "taking into account in the learning process the obligatory interaction, contacting linguistic and conceptual systems of communication participants - representatives of two linguistic societies" [3, p. 85].
The goal of the intercultural approach is to prepare students for successful communication in situations of intercultural interaction.
According to Elizarova G.V., the goal of this approach is "to achieve such a quality of a linguistic personality that will allow it to go beyond the boundaries of its native culture without losing its own cultural identity" [4, p. 236].
Linguocultural and intercultural approaches to foreign language teaching have both common features and significant differences.
Common features:
Both approaches are aimed at developing communicative competence in students, which includes linguistic, sociocultural and cognitive components.
Both approaches involve the use of authentic materials that reflect the culture of the country of the language being studied.
Both approaches involve the organization of intercultural activities aimed at developing students' intercultural communication skills.
"In order to participate in the intercultural communication you should master intercultural competence. Intercultural competence is the dynamic possession by individuals of qualities which lead to effective intercultural communication" [5, p. 13].
Differences:
Goal: The linguocultural approach is aimed at familiarizing students with the culture of the country of the language being studied, and the intercultural approach is aimed at developing students' intercultural communication skills.
Focus: The linguocultural approach focuses on the study of the language and culture of the country of the target language, while the intercultural approach focuses on the interaction of representatives of different cultures.
Methods and techniques: The linguocultural approach uses methods and techniques aimed at studying the language and culture of the country of the target language, and the intercultural approach uses methods and techniques aimed at developing intercultural communication skills.
Examples of the use of linguocultural and intercultural approaches to teaching a foreign language:
The linguocultural approach.
Use of authentic materials: introducing students to the realities and traditions of the country of the target language through authentic texts, reflections devouring its culture.
Discussion of cultural characteristics: identifying the relationship between language and culture through the analysis of cultural realities reflected in language.
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Completing creative tasks: developing intercultural competence in students through the creation of their own texts, reflecting their understanding of the culture of the country of the language being studied.
The intercultural approach.
Communication with native speakers: developing students' intercultural communication skills through communication with native speakers.
Participation in international projects: developing students' intercultural communication skills through joint work with representatives of other cultures.
Learning about other cultures: Developing students' intercultural competence through learning about other cultures.
"In the intercultural approach, learners are encouraged to notice, compare and reflect on language and culture, and to develop their own understanding of their own culture as well as the culture of others" [6. p. 9].
Specific examples of the use of linguocultural and intercultural approaches in teaching English:
The linguocultural approach.
In a 5th grade English lesson, the teacher asks students to read a story about celebrating Christmas in Great Britain. After the reading, the teacher leads a discussion about the story, during which students learn about Christmas traditions in Great Britain.
In an 8th grade English lesson, the teacher asks students to create a presentation about US culture. While creating a presentation, students learn information about various aspects of American culture, such as history, geography, art, music, literature, etc.
In an 11th grade English lesson, the teacher asks students to write a story about their visit to Canada. When writing a story, students use knowledge about Canadian culture acquired in English lessons.
The intercultural approach.
In a 5th grade English lesson, the teacher organizes a meeting between students and a native speaker from the United States. During the meeting, students communicate with a native speaker and learn about their culture.
In an 8th grade English lesson, the teacher invites students to take part in an international project to study the culture of India. During the project, students collaborate with students from India and learn to communicate with representatives of another culture.
In an 11th grade English lesson, the teacher invites students to read an article about the differences in the mentality of people in different countries. By discussing the article, students learn to understand cultural differences and find common ground with people from other cultures.
Linguocultural and intercultural approaches to foreign language teaching have both advantages and disadvantages. The choice of approach depends on the specific learning goals and characteristics of the training group.
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The linguocultural approach
Advantages: forms a holistic understanding of the culture of the country of the language being studied, develops the ability to use the language in accordance with its norms and traditions, promotes a deeper understanding of the language and culture, increases motivation to learn the language.
Disadvantages: may not pay enough attention to the development of intercultural communication skills, requires a longer time to implement.
The intercultural approach
Advantages: prepares for successful communication in intercultural situations, develops the ability to understand cultural differences and find common language with people from other cultures, promotes more effective language learning in the context of culture, improves intercultural tolerance and mutual understanding.
Disadvantages: may not pay enough attention to studying the culture of the country of the language being studied, requires more active participation of students in the learning process.
It is important to note that cultural and intercultural approaches are not mutually exclusive. On the contrary, they can be effectively used in combination with each other. For example, in a vocabulary lesson, you might first learn words and expressions related to a particular topic and then compare their meanings across cultures. This will allow students not only to get acquainted with the culture of the country of the target language, but also to develop intercultural interaction skills.
Thus, linguocultural and intercultural approaches are effective methods of teaching a foreign language, aimed at developing the communicative competence of students, which includes not only language skills and abilities, but also knowledge about the culture of the country of the language being studied and the ability for intercultural interaction.
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