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34AWARENESS OF CULTURAL DIVERSITY TO PROMOTE EFFECTIVE CROSS-CULTURAL COMMUNICATION Yoqubova M.T.1, Umarov T.U.2, Habijonov S.K.3
1Yoqubova Madinakhon Tolib qizi - Student; Umarov Temurbek Ulug 'bek o 'g 'li - Student;
Habijonov Salohiddin Kahramonjon ogli - Student, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion shows the importance of awareness of cultural diversity to promote effective cross-cultural communication. The authors of the article tried to explain some cultural differences that should be considered in an effort to optimize communications between the two parties. In such cases, effective communication strategy begins with the understanding that the sender of the message and the receiver of the message are from different cultures and backgrounds. Keywords: cross-cultural communication, cultural diversity, motivation, effective, authentic, exchange, identity.
The need to integrate culture and its teaching into foreign language education is not a new debate, and has long been put emphasis in countless studies. Implementing cultural strategy in the EFL classroom has been recently considered as a significant aspect for involving students in a wider version of language learning appropriately. Culture is one of the best ways of motivation and it also provides students with useful models of authentic use of the language in the classroom. Most students have now a chance to visit other countries for educational purposes and learn more about other cultures. Students in various international locations now have day-to-day communications with each other. Students have opportunities to chat with their pan-pals from different countries via Internet, or they enroll in different international student-exchange programmes where there is a need to business correspondence. There are some cultural differences
that should be considered in an effort to optimize communications between the two parties. In such cases, effective communication strategy begins with the understanding that the sender of the message and the receiver of the message are from different cultures and backgrounds.
Without getting into cultures and sub-cultures, it is perhaps most important to realize that a basic understanding of cultural diversity is the key to effective cross-cultural communications. Without intently studying the individual cultures and languages, we must all learn how to better communicate with individuals and groups whose first language, or language of choice, does not match our own. Learning the basics about culture and at least something about the language of communication in the host country are necessary. This is necessary even for the basic level of understanding required to engage in appropriate greetings and physical contact, which can be a tricky area interculturally. For instance, kissing is not considered an appropriate practice in the U.S, but in Paris, one peck on each cheek is an acceptable greeting. And, the handshake that is widely accepted in the U.S. is not recognized in all other cultures.
Different authors have different suggestions concerning the question what kind of information should be taught at the lessons of a foreign language, but generally, all of them suggest examining more or less the same topics, depending on the language level of the students, which are proposed by Byram and Morgan [1, p.p. 5-18 ]. According to them, the content of cultural learning should cover the following areas of study:
- social identity and social groups: groups within the nationstate which are the basis for other than national identity, including social class, regional identity, ethnic minority, professional identity, and which illustrate the complexity of individuals' social identities and of national society (the issue of national identity is dealt with under 'stereotypes' );
- social interaction: conventions of verbal and non-verbal behaviour in social interaction at different levels of familiarity, as outsider and insider within social groups;
- belief and behaviour: routine and taken for granted actions within a social group - national or sub-national - and the moral and religious beliefs which are embodied within them; secondly, routines of behaviour taken from daily life which are not seen as significant markers of the identity of the group;
- socio-political institutions: institutions of the state - and the values and meanings they embody - which characterize the state and its citizens and which constitute a framework for ordinary, routine life within the national and sub-national groups; provision for health care, for law and order, for social security, for local government, etc.;
- socialization and the life-cycle: institutions of socialization -families, schools, employment, religion, military service - and the ceremonies which mark passage through stages of social life; representation of divergent practices in different social groups as well as national auto-stereotypes of expectations and shared interpretations;
- national history: periods and events, historical and contemporary, which are significant in the constitution of the nation and its identity - both actually significant and, not necessarily identical, perceived as such by its members;
- national geography: geographical factors within the national boundaries which are significant in members' perception of their country; other factors which are information (known but not significant to members) essential to outsiders in intercultural communication;
- national culture heritage: cultural artifacts perceived to be emblems and embodiments of national culture from past and present, in particular those which are 'known' to members of the nation - e.g. Shakespeare in Britain, and also contemporary classics, not all of which have reached the school curriculum and some of which may be transient but significant, created by television and other media - e.g. Agatha Christie in Britain;
- stereotypes and national identity: for example, German and English notions of what is 'typically' German and English national identity; the origins of the notions - historical and contemporary -
and comparisons among them, symbols of national identities and stereotypes and their meanings, e.g. famous monuments and people.
In conclusion it should be underlined the need to include cultural studies into English or another foreign language teaching in our educational institutions. Culture is an integrative part of language and it cannot be separated, neglected or ignored. Students must be interested in the study of culture not because we necessarily want to study the culture of the other country, but because we encounter it in real life. If we learn the language without understanding at the same time the culture in which it operates, we are learning meaningless symbols or symbols to which the student attaches the wrong meaning; for unless he is warned, unless he receives cultural instruction, he will associate British or other foreign languages concepts or objects with the foreign symbols [2, p.p. 11-14].
References
1. Byram M. Language Learning in Intercultural Perspective. Cambridge: Cambridge University Press, 1998. P.p. 5-18.
2. McLean A.C. What we teach when we teach British culture. In Perspectives. The British Council, Prague. № 3, Winter 1993/94. P.p. 11-14.
