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Magtymguly Pyragy. Our wise poet wished for the well-being of his country and a happy, beautiful life with such kind attitudes. For this, first of all, he put forward the idea that freedom, liberty, and peace are essential. References:
1. Магтымгулы. Шыгырлар: 3 томлык. - 1 т. - Ашгабат: «Туркменистан», ДНЧБ, 1992.
2. Магтымгулы. Шыгырлар. Уч томлук. 2 том. - Ашгабат. "Туркменистан" 1994
3. Махтум-Кули. Избранное (стихи). - М.: Художественная литература, 1960.
4. История всемирной литературы: в 9 томах. Под редакцией И.С.Брагинского и других. - М., 1983-1984гг.
5. History of Turkmen literature. Volume I. - Ashgabat, 1975
© Gayypova M., 2023
UDC 37
Ishankuliyeva O.M.,
Associate Professor, Candidate of Philological Sciences, Magtymguly Turkmen State University.
Baymyradova S.A., Lecturer of Magtymguly Turkmen State University.
Ashgabat, Turkmenistan.
THE ROLE OF CULTURE IN TEACHING A FOREIGN LANGUAGE
Annotation
Not all teachers and their students are concerned with the culture of target language. Culture is so central to the teaching language system that it is hardly possible to talk about that system without the word culture cropping up in the first few sentences. It is the purpose of this article to examine the role of culture in language teaching and then in the light of this examination consider some fundamental conclusions it raises. First, a brief history of culture presentation in the language class is mentioned. Second, attempt to capture some of the important aspects of the relationship between language and culture followed by teaching culture.
Keywords:
culture, language, teach, knowledge, system, communicative.
Ишанкулиева О.М.,
доцент, кандидат филологических наук, Туркменский государственный университет имени Махтумкули.
Баймырадова С.А., преподаватель Туркменского государственного университета имени Махтумкули, Ашхабад, Туркменистан.
РОЛЬ КУЛЬТУРЫ В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ Аннотация
Не все преподаватели и их ученики озабочены культурой изучаемого языка. Культура настолько важна для системы преподавания языка, что едва ли возможно говорить об этой системе без появления
слова «культура» в первых нескольких предложениях. Цель этой статьи — изучить роль культуры в преподавании языка, а затем в свете этого исследования рассмотреть некоторые фундаментальные выводы, которые оно поднимает. Во-первых, упоминается краткая история представления культуры на уроке языка. Во-вторых, попытайтесь охватить некоторые важные аспекты взаимоотношений между языком и культурой, а затем преподавайте культуру.
Ключевые слова: культура, язык, обучение, знания, система, коммуникативность.
The close interaction of language and culture justifies the cultivation of cultural awareness in foreign language teaching as well as challenges the traditional teaching approach centered on the teaching of linguistic knowledge. The teaching of culture knowledge will undeniably promote communicative ways and methods. Language is intrinsic to the expression of culture. As a means of communicating values, beliefs and customs, it has an important social function and fosters feelings of group identity and solidarity. It is the means by which culture and its traditions and shared values may be conveyed and preserved. They must also teach about culture in order to help students develop intercultural awareness and the knowledge, skills, and attitudes necessary for successful encounters with people of different cultural backgrounds. Teaching culture is inextricably linked to language teaching. According to Salim (2017), teaching language automatically involves teaching culture. Culture teaching helps students better understand the target culture's way of life, behaviors, views, and values. Culture is the characteristics of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. Thus culture finds its expression in language; so, learning a new language without familiarity with its culture remains incomplete. Issues of interaction and culture are integral elements of language teaching. Learners must not only be aware of language, but they must be taught how language is actually used in everyday interaction and what is characteristic in a given culture (Dufva, 1994). There are many ways that culture can influence education. One obvious way is through the language that is used in the classroom. If students are not taught in their first language, they may have difficulty understanding the material. Another way is through the topics covered in the curriculum. When interacting with people from a different cultures, you learn about their community customs. And not only that, but you also understand their challenges. Doing so allows you to rethink any stereotypes you may have had about these people. This knowledge promotes cultural competence and individual growth. Culture refers to the behaviors, norms, rules, attitudes, values, and beliefs. A good understanding of one's culture and that of other people is critical for interpersonal communication. Interpersonal communication refers to the sharing of ideas and information among at least two people. Cultural contract provides a forum for unofficial political relationship-building: it keeps open negotiating channels with countries where political connections are in jeopardy, and helps to recalibrate relationships for changing times with emerging powers such as India and China.Language and Culture Learning creates bridges of understanding between peoples and cultures. Language and culture learning is essential for building the strong partnerships that undergird language development. Culture helps us make sense of our social worlds and shapes our actions, thoughts, and feelings. For example, culture plays a role in the way we experience emotions, construct our self-concepts, and learn and problem-solve. Though English teachers all over the world are focused on making sure their students acquire the linguistic skills needed to advance their nations, L1 language and culture also play an important role in the language classroom. References:
1. Chastain, K. (1988). Developing Second Language Skills: Theory to Practice: 3rd ed. SanDiego: Harcourt Brace Jovanovich.
2. Brown, H.D. (1994). Principals of Language Learning and Teaching. Englewood cliffs: Prentice Hall Regents.
3. Crystal, D. (1987). The Cambridge Encyclopedia of Language. Cambridge: CUP. Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.
4. Lynons, J. (1981). Language and Linguistics. Cambridge: CUP.
5. Yule, G. (1966). The Study of Language. Cambridge: CUP
© Ishankuliyeva O.M., Baymyradova S.A., 2023
УДК 37
Атаева М.А., Базаров А.Б.,
Преподаватели кафедры русского языка Туркменский национальный институт мировых языков имени Довлетмаммеда Азади.
Ашхабад, Туркменистан.
МЕТОДИКА ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО
Аннотация
В статье рассматриваются основные современные методы в преподавании русского языка как иностранного, проводится их сравнительный анализ. Также рассматриваются некоторые инновационные и интерактивные технологии в преподавании русского языка как иностранного.
Ключевые слова:
РКИ, методы обучения РКИ, методика в РКИ, преподавание РКИ, инофоны, иностранные студенты, лингвистические навыки и компетенции
Atayeva M.A., Bazarov A.B.,
Teachers of the Russian language department Turkmen National
Institute of World Languages named after Dovletmammed Azadi.
Ashgabat, Turkmenistan.
METHODS OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE
Annotation
The article examines the main modern methods in teaching Russian as a foreign language, carries out their comparative analysis. Some innovative and interactive technologies in teaching Russian as a foreign language are also considered.
Keywords:
RFL, methods of teaching RFL, methodology in RFL, teaching RFL, foreign students,
linguistic skills and competence
Разные народы мира всегда были заинтересованы в изучении иностранных языков, так как это было и предметом их личного интереса, и приносило им определённую пользу в ходе общения с инофонами. Методика обучения русскому языку как иностранному (далее - РКИ). Представляет собой, несомненно, устойчивую самостоятельную педагогическую дисциплину, в которой образовательная и воспитательная функции являются основными. Она устанавливает закономерности, составляющие основу учебно-познавательной деятельности, направленной
