CC BY
3
УДК 13.00.08
Qodirova R. T. teacher Xolmuradova E. X.
teacher
Tashkent Institute of Irrigation and Agricultural
Mechanization Engineers
COMMUNICATIVE COMPETENCE AND LINGUISTIC ASPECTS OF INTERCULTURAL COMMUNICATION
Annotation: The article considers the problem of the formation of foreign language communicative competence, analyzes its additional intercultural communication.
Key words: intercultural communication, communicative competence, interaction, competence, educational strategies, culture.
The requirements for a specialist in present day society are not best excessive professionalism, however also a deep understanding of the standards of communication, in particular speech. Speech is largely one of the thing and most essential elements of professional training. There is an urgent want for perfection in owning various styles of speech activity, owning the capabilities of verbal communication, and having the ability to conduct conversations in a certified manner.
Communication can be considered a necessary and universal condition for human life and one of the fundamental foundations of society. Society is not so much the totality of individuals as the bonds and relationships in which these individuals are with each other. This is mainly due to such a keen interest in communication from representatives of various scientific fields. Teachers and linguists always address the problems of human communication.
Intercultural communication competence (ICC) is the capacity to communicate efficaciously and accurately in numerous cultural contexts. There are severe components of Intercultural Communication Competence. Some key additives include motivation, self-control and other knowledge, and tolerance for uncertainty.
These studies show that when teaching intercultural communicative competence, instructors need to train both the nearby and worldwide cultures. Teachers and local audio system of English need to be conscious and admire nonnative audio system' specific approaches of communicating. Nowadays, language teachers focus much less on mimicking the culture and communiqué protocols of native speakers of English except the dreams of the interplay require it. The goal of English language teaching is not to produce language users who mimic inner circle countries' language and subculture but to provide language users who can use English as a lingua franca in a way that displays their neighborhood language and culture.
The United States and the UK used to be taken into consideration the satisfactory locations to visit learn English.
But this idea is dropping credence. What is crucial in intercultural verbal exchange is one's competency and willingness to apprehend what the other has to say, now not the disposition to impose one's values and norms onto the other. As Honnar (2005) stated, "With a few diploma of intercultural awareness, one is capable of knowledge the opposite even if the two persons' communication styles are different" (p.80). It is clear that communicating efficaciously and appropriately involves each the speaker and the listener.
In recent years, there have been greater discussions and research specializing in the significance of intercultural communicative competence (Byram, 1997, 2009; Alptekin, 2002; Kohn, 2013). Intercultural communicative competence is the capability to communicate correctly and appropriately with humans from different language and cultural backgrounds. Effective intercultural communication requires:
empathy: an understanding of different people's behaviors and ways of wondering
respect: true admiration and appreciation of various approaches of thinking and communication
tolerance: the ability and willingness to accept and well-known unique behaviors and methods of wondering, the life of opinions or behavior that one does not always agree with
sensitivity: the attention and responsiveness to different people's behaviors and methods of wondering
flexibility: willingness to adapt and open to trade and unique ways of wondering
Lippi-Green (1997) has emphasized the importance of "sharing the communicative burden." She pointed out that oftentimes, "members of the dominant language group feel perfectly empowered to demand that a person with an accent carry the majority of responsibility in the communicative act. Conversely, when such a speaker comes in contact with another mainstream speaker who is nonetheless incoherent or unclear, the first response is usually not to reject a fair share of the communicative burden, but to take other factors into consideration" (p. 70).
In conclusion, worldwide communications and new technological developments have created a transnational culture. We already know that people use words differently in different countries. There is more and more misunderstanding of the meaning of the same word. For this reason, experts should be careful and rely more on methods such as self-assessment and assessment, based on progress, continuous and formative evaluation. That is why, the role of communicative competence is very important for lovers of a foreign language.
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Sources used:
1. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol, UK: Multilingual Matters
2. Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. London: Routledge.
3. Paulston C.B. Implications of language learning theory for language planning: Concerns in bilingual education. Papers in Applied Linguistics: Bilingual Education Series.
4. Кирабаев Н.С. Глобализация и мультикультурализм. - М.: Изд-во РУДН, 2005.
