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30SLANG IS A CORE ELEMENT OF YOUTH CULTURE
Ruziyeva G.H.
Ruziyeva Gulruh Hayrullaevna - Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGES FACULTY 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
There are different kinds of slang depending on its social orientation. The group studied most persistently is the criminal underworld itself, including the prison population, whose "cant" or "jargon" still provides a respectable number of unrespectable terms. There are special terms of such undercultures as those of hoboes, gypsies, soldiers and sailors, police, drug narcotics addicts, jazz musicians and devotees, athletes and their fans, railroad and other transportation workers, immigrant or ethic population cutting across these other subcultures. Criminals and police (cops and robbers) still make their identical contribution, and gamblers continue to give us zesty coinages.
Slang is cool in several different ways [1]. First, it is cool in the sense of being "hip" and in style. Using slang artfully is a kind of performance and shows that the speaker is in tune with the time. For example: "I am a cool dude".
Second, slang is good in the sense of being acceptable. Students do not use slang all of the time. Students almost always deny that they use slang intentionally, but they do intentionally use slang in the sense that they assess the circumstances and people involved in the communication and choose to use slang or not to do so.
Typically, slang is used in informal environments and avoided in formal settings (like work or the classroom). This is because the use of slang in such circumstances could result in the speaker being evaluated negatively and the desire to avoid the negative evaluation is high among college slang speakers [2. P. 56].
Slang terms can be efficient shorthand ways to express concepts; slang is used in the sense that it is fun. Slang is creative and often humorous. Slang can be a form of play. Slang may be entertaining and amusing to both the speaker and the listener [3. P. 22].
The most popular term of the moment is "bomb". It is found to be extremely popular among current college students. So, "bomb" works pretty hard. "Trip" is a chameleon. It means "a very good or very bad experience".
However, it probably made its appearance in college vocabulary in the 1960's. The most common use of "trip" these days involves a characterization of something strange or extreme: That dude's trip". Beyond that "trip" can indicate actual outrage or raging. For example: "He tripped when I told him the concert was going to be two hundred dollars".
"Trip" can also imply that someone is acting out of character. For example "Dr. Smith is always on time but today he was tripping and came to class ten minutes later". For example: "I know I am going to fail the test because I was tripping when I was writing the essays". "Trip" can be used to indicate disagreement. For example: "Why are you tripping about my idea?" It can also imply a common state for college students, being overwhelmed. For example: "I have got four midterms this week so I am tripping". "Trip" can refer to the state of excitement and craziness. For example: "I always trip out when I see "Star Wars". Trip" can be used to describe someone who has the characteristics of being intoxicated (on drugs or alcohol). For example: "Everybody at the party was tripping".
The notion of a "trip" as a very pleasant experience seems to have faded from college slang. It is also often used by young people. Another term with a rainbow of meanings in college slang is "dog". It indicates an unattractive female. Youth used it around the turn of the century to mean careful dressing and the word "dogs" was used in order to indicate "feet". Today college students use "dog" in many ways. For example: my dogs are barking=my feet are hurting; My boss dogged me for being ten minutes late = my boss criticize me sharply.
There are some terms that were popular in the early 90's but are clearly old now. Some slang words do have staying power. Terms that cab does not found in 1990 are still popular among the college students. According to the journal of the American Medical Association the development of a typical adolescent includes a craving for individuality. The journal's studies show that one-way teens find individuality is in the uniqueness of their speech [4].
So, according to the present data we can conclude that slang words referring to narcotics and police groups of slang are used by everybody, while such slang groups as college students and teenagers are used by the limited part of society. Slang words referring to the underworld are rarely used because they commonly name the things related with criminals.
References
1. Antrushina G.B. Leksikologiya anglijskogo yazyka. M.: Drofa, 2006.
2. Arnold I.V. Leksikologiya sovremennogo anglijskogo yazyka. M.: Prosveshchenie, 1966.
3. Arnold I.V. Osnovy nauchnyh issledovanij. M.: Vysshaya shkola, 1991.
4. Ahmanova O.S. Slovar' lingvisticheskih terminov. M., 1968.
HELPFUL APPROACHES AND ACTIVITIES TO DEVELOP INTERCULTURAL COMPETENCE Eshankulova N.H.
Eshankulova Nargiza Hayitmuratovna - Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGES FACULTY 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Awareness of one's own culture and the cultural differences between societies is a part of intercultural competence. At the center of the present paper is the essay 'Developing Intercultural Competence in the Language Classroom'. The development of intercultural competence is a mixture of culture-specific and culture general approaches and activities that help to develop intercultural competence. Naturally, with such new work forms and new approaches to the learning process, teachers' and learners' roles have also changed. When pedagogical approaches, methods and techniques that encourage learners to become actively involved in experience, discovery, challenge, analysis, comparison, reflection and co-operation are implemented, learning activities tend to be very effective as they engage learners as whole persons and address their intellectual, emotional and physical potential.
Approaches and activities that help to develop intercultural competence must be clearly set for them to feel appropriately challenged and to work together efficiently. Activities emphasizing multiple perspectives Activities to raise awareness of different perspectives will develop learners' skills of observation, interpretation and decentering as well as their openness and non-judgmental thinking [1]. These activities may take the form of a verbal description or visual recording of an event, action or phenomenon that can be supplemented by or juxtaposed to descriptions or visuals of the same event, behavior or phenomenon provided by others who see these from different perspectives. For example, it is interesting to read, compare, analyze, discuss and perhaps even act out three different accounts of the same day's events in a school or summer camp written in a diary form by three children coming from very different backgrounds with different values, norms, skills and knowledge and perhaps with different languages. Such activities that analyze multiple perspectives can be used in non-formal or formal educational settings to develop intercultural competence. The same is true for descriptions of natural phenomena that are often presented in natural science classes. While variations on this activity develop
