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THE INTERACTIVE METHODS OF TEACHING CULTURE
Kambarova D^.
Kambarova Dilnoza Musakulovna - Teacher, DEPARTMENT OF THE ASPECTS OF ENGLISH LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: culture is a crucial concept in language teaching; therefore, culture and language cannot be separated from each other. This paper aims to explore Cultural awareness, which is necessary for effective language learning. The concept of culture and the relationship between language and culture is also discussed. This article dealt with finding more appropriate and effective ways of teaching cultural awareness in learning language. It is clear that understanding language involves not only the knowledge of grammar, lexicology or phonology but also a certain features of the culture. To communicate effectively a person should know culture of the nation as well. In other words, language is a part of culture and culture is a part of language. The two are interrelated to each other and the one cannot separate from another.
Keywords: cultural awareness, monolithic culture, communication, validity, anxiety, innervations, grouping, pacing, adaptation.
УДК 81-139
Introduction. In a rapidly changing world where monolithic cultures are almost becoming a myth, English as an international language has become instrumental as a medium of communication and interaction between various cultural groups across real and virtual borders. Thus, the development of intercultural and cross-cultural skills using English has become more than desirable.
For insightful analyses see Morain, 1986; Grittner, 1990; Bragaw, 1991; Moore, 1991; Byram and Morgan, 1994. Most importantly, in recent years various professional associations have made significant efforts to establish culture learning standards.
Methodology. After searching a lot of information, it could be found several approaches to teach cultural awareness by several scholars and they give important advices for teachers.
For example, Lafayette and Hadley suggest that a simple, direct approach that makes use of existing content and practice be required in the teaching of culture. Students should acquire facts or basic information necessary for the comprehension of most cultural concepts. He groups 13 goal statements into five categories to suggest what students should know:1
1) Knowledge of formal or "high" culture such as major geographical monuments, historical events, institutions and arts;
2) Knowledge of everyday well-known culture;
3) Affective objectives such as values of different people and societies;
4) Multicultural objectives plus the understandings of the culture of people living in the United States and non-European people who speak English around the world;
5) Process objectives such as evaluation of cultural statement validity.
Tomalin and Stempleski strongly recommend that these goals should be considered when a lesson plan is prepared, and integrated into these practical teaching principles:2
1) use the language taught as a means to access the culture;
2) incorporate the study of cultural behavior in each lesson;
3) aim that students achieve socio-economic competence which they feel is needed;
4) aim that students of all levels understand cross-cultural measurement: being aware of their own culture and the English language culture;
5) realize that behavior cannot be changed due to a teaching of culture, but only the awareness and tolerance of the cultural influences have an effect on everyone's behaviour.
1 Hadley, A.O. (2001). Teaching language in context. (3rd edition). Boston, MA: Heinle&Heinle.
2 Tomalin, B. and Stempleski, S. (1998). Cultural awareness. Oxford.
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The fifth principle is a practically good justification of the importance of cultural awareness rising. However, Ryffel warns that incorporating culture learning activities for language education programs does not only mean adding such activities in a lesson plan.
Some strategies for teaching culture are also given by Byram M. for non-native speakers of the target language, which can be applied for non-native English teachers:1
❖ The lecture: It is the most common and effective technique if the teacher is careful to deliver a short lecture; motivate students with visuals, realia and others related to personal experience; emphasise some specific aspects of cultural experience, allow students to take notes.
❖ Audiotape interviews: Informal interview with a native speaker can provide information about the English culture. Teachers can interview native speakers in their community and record informal conversation on topics relevant to the cultural course materials.
❖ Videotaped interviews/Observational dialogues: Videotaped interviews and role-plays in different situations are very effective for teaching culture because it gives natural, authentic language exchanges Other important cultural features can be learned as well such as appropriate social distance, eye contact, and others.
When reading, students will try to interpret the texts by using their native-language cultural schema which can cause danger for their understanding of the texts if their cultural schema is different from those presented in English texts. Therefore, to solve this problem, Hadley suggests that firstly, teachers use the English texts about the English culture that are not too much different from the reality of the students' native language or their own cultural experiences. Secondly, as a starting point, students may learn from English texts about some aspects of their own native culture, with which they are familiar.
Conclusion. It is traditionally represented elements of culture in language teaching including geography, history, achievements in the sciences, the social sciences, the arts and forms framework for the sociological culture; it represents the heritage of people and as such must be appreciated by the students who wish to understand the new target culture.
References
1. Brown D.H., 2000. Principles of language learning and teaching. (4th edition). New York: Longman.
2. Byram M., 1989. Cultural studies in foreign language education. Avon: Multilingual Matters Ltd.
3. Hadley A.O., 2001. Teaching language in context. (3rd edition). Boston, MA: Heinle&Heinle.
4. Lafayette R., 1988. "Integrating the teachingof culture into the foreign language classroom."In A.J. Singerman (Ed.), Toward a new integration of language and culture. Reports of the Northeast Conference on the Teaching of Foreign Languages. Middlebury, VT: Northeast Conference.47-62.
5. Ryffel C., 1997. "From Culture Teaching toCulture Learning: Structures and Strategies for Increased Effectiveness. In A. Fantini (Ed.).
6. Tomalin B. and Stempleski S., 1998. Cultural awareness. Oxford.
1 Byram, M. (1989). Cultural studies in foreign language education. Avon: Multilingual Matters Ltd.
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