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169Scientific Journal Impact Factor
THE IMPORTANCE OF INTERCULTURAL COMMUNICATION IN FOREIGN LANGUAGE LEARNING
Nishonova Shaxnoza Muhammadjonovna, Sheraliyeva Nodiraxon Abduvohid qizi, Satimova Hayotxon Karimovna, English Language Teachers, Kokand State Pedagogical Institute
Abstract: English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. The article suggests the utilization of communicative strategies that specialize in the event of learners ' efficiency in communicating language through cultural context. This assignment study indicates problems in sight of teaching English as a medium of instruction publicly sector colleges of interior Uzbekistan and prescribed textbooks in Uzbek schools. It also aims to spot drawbacks and shortcoming in prescribed textbooks for intermediate students at school level and schools. Therefore, the assignment study recommends integration of cultural awareness into a teaching programme for an overall achievement of competence in intercultural communication.
Keywords: cultural awareness, intercultural communication, context.
ВАЖНОСТЬ МЕЖКУЛЬТУРНОГО КОММУНИКАЦИОННЫЙ В ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА
Нишонова Шаxноза Му^аммаджоновна
Шералийева Нодирахон Aбдувоx(ид кцзи, Сатимова Хаётхон Каримовна, Преподаватели английского языка Кокандский государственный педагогический институт
Аннотация: Английский язык был определен в качестве источника межкультурного коммуникационный между представителями различных языковых и культурных групп. В статье предлагается использовать коммуникативные стратегии, которые специализируются в случае эффективности учащихся в общении языка через культурный контекст. Данное поручение свидетельствует о наличии проблем с преподаванием английского языка в качестве средства обучения в государственных отраслевых колледжах внутренних дел Узбекистана, а также о наличии учебных пособий в узбекских школах. Он также направлен на выявление недостатков и недостатков в предписанных учебниках для учащихся среднего звена школьного уровня и школ. В этой связи в исследовании рекомендуется
включить вопросы культурного просвещения в учебную программу для достижения общего уровня знаний в области межкультурного общения.
Ключевые слова: культурная осведомленность, межкультурная коммуникация, контекст.
CHET TILINI O'RGANISHDA MADANIYATLARARO ALOQANING
AHAMIYATI
Nishonova Shaxnoza Muhammadjonovna Sheraliyeva Nodiraxon Abduvohid qizi, Satimova Hayotxon Karimovna, Ingliz tilifani o'qituvchilari, Qo'qon davlatpedagogika instituti
Annotatsiya: Ingliz tili turli til va madaniy guruhlar vakillari o'rtasida madaniyatlararo kommunikatsiya manbasi sifatida belgilandi. Maqolada madaniy kontekst orqali til muloqotida o'quvchilar samarali bo'lgan taqdirda ixtisoslashtiriladigan kommunikativ strategiyalardan foydalanish taklif etiladi. Ushbu topshiriq O 'zbekiston ichki ishlar davlat tarmoq kollejlarida o 'qitish vositasi sifatida ingliz tilini o 'qitish muammolari mavjud ekanligini, shuningdek o'zbek maktablarida o'quv qo'llanmalari mavjud ekanligini tasdiq U, shuningdek, maktab darajasidagi o'rta bo'g'in va maktab o'quvchilari uchun belgilangan darsliklardagi kamchiliklar va kamchiliklarni aniqlashga qaratilgan. Shu munosabat bilan tadqiqotda madaniyatlararo muloqot sohasida umumiy bilim darajasiga erishish uchun madaniy ma 'rifat masalalarini o'quv dasturiga kiritish tavsiya etiladi.
Kalit so'zlar: madaniy ma'lumot, madaniyatlararo kommunikatsiya, kontekst.
INTRODUCTION Culture could also be defined as a 'social heredity' transmitted from one generation to a different generation with the buildup of individual experiences, or a mode of activities differentiating people of one society from another society. Culture can't be a biological phenomenon but a learned pattern of social behavior to be followed. It's an exquisite and unique phenomenon of human society with colorful diversity always changing its patterns which is that the greatest great thing about human society. Culture forms beliefs, conveys ideas, and shares knowledge on customs and values. All of those characteristics are communicated through language which is an integral a part of culture (Taga, 1999).1
There are popular speculations regarding the connection of language with culture and thought. An American anthropologist, Sapir (1921), argues that culture
1 Taga, H. A. (1999). Sociology: An Introduction. Lahore: Ismail Brothers Publishers.215 p
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and thought are language hooked in to account of conveying the implicit meaning and inherited patterns of life. The acquired knowledge on such patterns reveals ones identity through the ways of thinking, feeling, acting, and behaving during a cultural context.2 Moreover, the cultural context determines the way people interact and make perceptions regarding any situation or the thing of life. Thus, the existence of language into culture serves the means of communication among the individuals of a society.
The existence of culture for human society is feasible thanks to the event and use of a standard language among the people, for instance the cultural representation of a private are often observed through the utilization of language especially context. It's the influence of culture on human minds that not only constructs human personality but also leads one to behave as per the prevailing norms of society. It's indicated by Emitt & Komesaroff (2003)3 that the acquisition of culture requires the training of a language for the transmission of attitudes, ideas, and values to subsequent generation. As a result, individuals still follow prevailing customs, norms, and values inherited through a social organization. Therefore, no human society has ever existed without developing language and culture.
Culture as a human process deals with the utilization of language and communication experienced by people in given circumstances. They have a tendency to find out quite one language for the satisfaction of communicative needs in their academic and professional career. The method of learning a second or foreign language not only requires a private to practice linguistic forms but also necessitates to become conversant in the culture of target language so as to interpret intercultural communication. Therefore, within the learning of English as a Second or Foreign language (ESL/EFL), it's necessary to supply learners' cultural context and awareness so on obtain proficiency in intercultural communication of target language.
Research within the field of English Teaching (ELT) has significantly contributed valuable insights on the mixing of cultural awareness into English teaching programmes. A variety of cultural teaching strategies offer interactive classroom activities to non-native learners for practicing language as a communicative process. These activities also enhance cultural behavior and attitude of learners as per the patterns of communicating the target language in context. Therefore, teachers got to be competent in cross-cultural communication before its application in classroom context.
2 Sapir, E. (1921). Language. New York: Harcourt Brace. 104 p
3 Emitt, M. P. J., & Komesaroff, L. (2003). Language and Learning. Oxford: Oxford.219 p
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In view of Teaching English as a far off Language (TEFL), this assignment study discusses problems faced by learners in developing competence in intercultural communication. It also recommends an adequate amount of change within the prescribed textbooks taught through Grammar Translation Method (GTM) to the scholars at intermediate level publicly sector colleges of interior Uzbek schools.
LITERATURE REVIEW 1. Culture in Second/Foreign learning it's observed that language is employed during a cultural phenomenon to exchange ideas and opinions or share experiences.
It is such a lot interrelated that without understanding properly the cultural setting and social behavior of a language use, it results in misinterpretation and breakdown within the language communication, or it's going to result into errors and misunderstanding because language isn't simply sending or receiving information but it functions as a social behavior in certain cultural context. There are difficulties which are very complex to know for foreign or second language learners consistent with required context to interpret and communicate (Emitt & Komesaroff, 2003).4
Research within the field of English Teaching (ELT) indicates problems faced by the learners in communicating language in context. Variety of language instructed programmes specialize in the event of skills, i.e. (listening, speaking, reading, and writing) but the teaching of cultural context has not been introduced in any of the learning programmes. However, the understanding of target culture not only develops competence in communication but also raises awareness regarding the utilization of language in intercultural communication.
2. INTERCULTURAL COMMUNICATION According to Toomey & F. Korzenny5, communication and culture are closely interrelated in terms of attaching similar meanings and values to the objects of life. Intercultural communication involves individuals of various cultures who have dissimilar orientation and interpretation to the values of life. Insights from research studies indicate efficient intercultural communication reflecting the competence must transcend the mere transmission of facts about culture so as to enlighten the participants with information how and why perform certain behaviors and have certain attitudes during cross cultural encounter. Therefore, the language programmers should be introduced to familiarize the scholars with the main
4 Emitt, M. P. J., & Komesaroff, L. (2003). Language and Learning. Oxford: Oxford. 48-55 p
5 Toomey & F.Korzenny, Cross-cultural Interpersonal Communication (pp. 259- 275). California: Sage
Publications.85 p
differences within the fundamental cultural patterns of attitudes and behaviors (Schmidt, 2000).6
This cultural pattern of a society takes hundreds and thousands of years to make and is changing all the days, and compelling individuals of society to find out and adjust, and when a private comes into cultural communication, it requires cultural understanding, social behavior, and emotional reactions which help learner develop confidence to use language and interact in communication. Martin, J. N. (1994). 7
Similarly, there are many cultural actions and responses in English context which vary from American society to British, and from Australia to other English speaking countries like Uzbekistan, where English is spoken in their own political and cultural context and requires cultural understanding in intercultural communication.
The old saying "When in Rome, do as Romans do", once you are in Rome lessens cultural conflict and facilitates intercultural communication, but it depends on adapting values, norms, beliefs, and social practices to evolve cultural expectations, and respecting differences which is additionally cultural responsibility in intercultural communication for a learner when interacting the social behavior which is usually greatly resisted in some individuals and societies. (D. Landis & R.W. Brislin (Eds).8
There have always been difficulties experienced by people while adjusting themselves to the cultural patterns of a specific society. Accommodating as an immigrant during a cultural setting causes changing behaviors and attitudes thanks to contradiction within the practice of latest norms, values, and customs of a society for instance, people from Uzbekistan may find it difficult to regulate themselves during a European or American society where gender differences are hardly observed among the people in social context. Whereas, learners in Uzbekistan finds it difficult to intermix, as females in Uzbek language context are distanced and behaved during a very formal manner. However, it's going to be quite contrary in Western society and thought of gender biased attitude.
3. INTERCULTURAL COMMUNICATION COMPETENCE Competence in intercultural communication is that the ability of an individual's understanding of key issues involved within the communication of language in culturally different contexts. These cultural differences convey dissimilar meanings
6 Schmidt, G. (2000). Teaching Culture and Language for Specific Purposes. (pp. 131-140). Canberra: Applied Linguistics Association of Australia.
7 Martin, J. N. (1994). Intercultural Communication: A Unifying Concept for International Education Exchange. In G. Athen (Ed.), Learning Across Cultures. (pp. 9-29). Iowa: Nafsa.
8 D. Landis & R.W. Brislin (Eds), Hand book of Intercultural Training, volume II: Issues in Training Methodology (pp. 290-324). New York: Pergamon Press.
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and values attached to a social organization demanding an excellent deal of understanding on the a part of speakers participating in intercultural communication. It even requires higher level of communication skills to form sense of the meaning communicated in culturally diverse contexts. Furthermore, the studies on intercultural communication not only determine the role of competence but also advise the understanding of cultural awareness for meaningful communication (Landis & R.W. Brislin (Eds).9
In sight of Kim (1991), the foremost challenging problems with intercultural communication are cultural differences, unfamiliarity, and incompatibility among the individuals. The status of English as a world and intercultural source of communication raises variety of issues and challenges for teachers and learners of English. No doubt, acquisition of linguistic knowledge is mandatory for effective communication but more attention must be paid on cultural context of the target language. It implies the knowledge of cultural patterns, norms, and values of a society communicating specific aiming to its participants. Therefore, intercultural communicative competence can't be achieved without the event of communicative competence (p.259).10
There are variety of intercultural communicative situations during which participants are expected to behave appropriately as per the cultural context of communication. This behavioral aspect of interaction greatly involves an individual's capacity of adjusting to new cultures. An individual's capacity of adapting to new conventions reflect how appropriate actions are added to avoid ambiguity in intercultural communication. However, Baxter (1983), suggests the utilization of cognitive and affective behavior in analyzing the participants' attitude and cultural background. Thus, the appliance of cognitive and affective tools for the analysis of communication reveal linguistic and cultural meaning of communication.11
Acquiring competence in intercultural communication demands advanced communication skills and therefore the efficient use of language to barter meaning in context. It deals with cultural differences creating complex meaning for the individuals participating during a communicative event. The first concern in developing intercultural competence is to facilitate learners and professionals communicate efficiently in foreign cultural context. Moreover, satisfaction of practical purposes through intercultural communication indicate problems in
9 D. Landis & R.W. Brislin (Eds), Hand book of Intercultural Training, volume II: Issues in Training Methodology (pp. 290-324). New York: Pergamon Press.
10 Kim, Y. Y. (1991). Intercultural Communicative Competence. (pp. 259-275). California: Sage Publications.
11 Baxter, J. (1983). ESL for Intercultural Competence. An approach to Intercultural Communication Training.56p
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interaction with others. Therefore, the challenges faced in intercultural communication are thanks to the shortage of cultural awareness in communicating language in foreign context (Koester & Lustig, 2010).
Analyzing the characteristics of communication could also be considered fundamental for the event of competence in intercultural communication. This results in an overall aim of effective and meaningful cross-cultural interaction among the people tending to adapt to new conventions and behavioral change in cultural context. It's actually a mental tendency of interact ants whose social behavior and cultural identity come under the influence of cross-cultural communication. Therefore, Martin (1994), attaches importance to 3 domains, i.e. cognition, affect, and behavior for the event of intercultural communicative competence.
In view of Emitt & Komesaroff (2003), there are variety of challenges faced by the learners of English in developing intercultural communicative competence. Currently, the practices followed within the field of English Teaching (ELT), in Uzbekistan schools, merely specialize in the event of reading, writing, listening, and speaking skills but how language works in cultural context has not been introduced in foreign learning programmes (p.8). Additionally to the teaching of English through textbooks, it's going to help learners acquire linguistic knowledge on grammar structures that hardly develop competence in communicating language in cultural context.
Many foreign learning programmes tend to develop learners' efficiency in operating language through formal classroom context. Variety of teaching strategies involve learners in textbook activities that specialize in linguistic aspects of learning a far off language. However, teaching culture to foreign language learners through textbook instruction has not been practiced by teachers in our classroom contexts. A good range of such textbooks contain information on science, fiction, poetry, and drama, but the knowledge on cultural patterns and practices has not been included within the textbooks. As a result, learners not only lack competence in using language in cultural context but also fail to satisfy the sensible purposes of life.
Culture being a crucial and integral a part of human society deals with the communication of language by the individuals during a sort of situations and circumstances. An outsized number of scholars and professionals from Uzbekistan tend to find out English as a far off Language (EFL) for the satisfaction of communicative and practical purposes of life.
CONCLUSION
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Moreover, the utilization of communicative strategies develop social skills by demonstrating behavior in cross-cultural communication. Finally, the scholars in interactive classroom activities can communicate meaning, build up vocabulary, enhance grammatical accuracy, and develop communicative competence.
Many research findings share meaningful insights on how teachers can incorporate intercultural aspects through teaching process so as to accumulate maximum effectiveness of intercultural communicative competence, it's essential to include cognitive, affective, and behavioral patterns of learning English as a far off Language (EFL) because English has widely been recognized as a way or medium of intercultural communication. It's therefore necessary to integrate all characteristics of intercultural communication into English Teaching (ELT) program.
I.Taga, H. A. (1999). Sociology: An Introduction. Lahore: Ismail Brothers Publishers.215 p
2.Sapir, E. (1921). Language. New York: Harcourt Brace.104 p
3.Emitt, M. P. J., & Komesaroff, L. (2003). Language and Learning. Oxford: Oxford.219 p
4.Emitt, M. P. J., & Komesaroff, L. (2003). Language and Learning. Oxford: Oxford. 48-55 p
5.Toomey & F.Korzenny, Cross-cultural Interpersonal Communication (pp. 259275). California: Sage Publications.85 p
6.Schmidt, G. (2000). Teaching Culture and Language for Specific Purposes. (pp. 131-140). Canberra: Applied Linguistics Association of Australia.
7.Martin, J. N. (1994). Intercultural Communication: A Unifying Concept for International Education Exchange. In G. Athen (Ed.), Learning Across Cultures. (pp. 9-29). Iowa: Nafsa.
8.D. Landis & R.W. Brislin (Eds), Hand book of Intercultural Training, volume II: Issues in Training Methodology (pp. 290-324). New York: Pergamon Press.
9.D. Landis & R.W. Brislin (Eds), Hand book of Intercultural Training, volume II: Issues in Training Methodology (pp. 290-324). New York: Pergamon Press.
10.Kim, Y. Y. (1991). Intercultural Communicative Competence. (pp. 259-275). California: Sage Publications.
II.Baxter, J. (1983). ESL for Intercultural Competence. An approach to Intercultural Communication Training.56p
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