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11THE USE OF CASE STUDY AS AN EFFECTIVE TECHNIQUE IN DEVELOPING INTERCULTURAL COMPETENCE
Rsaliev A.
Rsaliev Arman - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the given article is considered the role of case study technique in developing cultural knowledge. The following activities that the researcher proposes in this article have been designed for culturally homogenous classes. In some EFL settings, classes consist of students of different cultural backgrounds; in others, classes are culturally homogeneous. Keywords: EFL, multicultural classroom, intercultural awareness, cross-cultural awareness.
In the former case, learning about diverse cultures and developing intercultural awareness are often not new issues—in multicultural classrooms, students learn about each other's cultures through various activities, and not only during English lessons [1]. Classes of learners in culturally homogeneous settings, on the other hand, do not present a pressing need to raise cross-cultural awareness, so multicultural education is absent from school curricula. However, many of them can be adapted for multicultural settings. In any cultural setting, the teacher must begin with the students' own cultural background and the cultures that students have direct contact with and then expand from that point until all world cultures have been covered. — These activities have been used with young adults at an intermediate level of English proficiency. Teachers of learners who are less proficient and/or younger may have to make appropriate adjustments before applying these ideas. Two general stages that can be used to implement the intercultural approach in an EFL classroom are described below.
Stage One — The focus of the first stage is the students' own culture. The aim of this phase is to help students look at their native culture at the conscious level and perceive it from an objective point of view. The students' own culture, which has always been taken for granted and is as natural as breathing, should be seen from a totally new perspective, not as the point of reference for the perception and evaluation of other cultures, but as one of the many diverse world cultures and part of the world's cultural heritage. Several activities, including those described below, can be used at this stage.
Case 1 — The teacher writes the word CULTURE in the middle of the board and encourages students to brainstorm the different associations they have with the term. All ideas are written down, followed by an in-class discussion of the different cultural dimensions. The teacher should add aspects that learners have not thought about. Next, students work in groups and categorize the different aspects of culture in the form of a mind map, ideally on big sheets of paper. Each group then presents their own mind map to the whole class. For homework, students are asked to observe their own environment carefully and to take note of various aspects of their native culture.
Case 2 — Following Activity 1, students work in groups and compare their observations and then try to step back and look at the collected data critically and reflectively from an objective point of view, as if through the eyes of a representative of another culture (the teacher should make sure that groups deal with many different cultural manifestations). This is followed by a whole-class discussion during which all teams report on what they have found out. For example, students might come up with statements such as [2]: "In Poland, you have to take off your shoes when entering somebody's house. We think this is silly, because it means you have to walk around the house in your socks."
Case 3- Again working in groups, students invent alternatives to existing manifestations of their own culture. They may come up with ideas such as [3]: (1) instead of shaking hands with people, you might jump three times, and (2) nodding the head could mean "no" instead of "yes." Then, each group prepares a sketch showing the new manifestations and the others must guess what they stand for. Creative students will have no problems with this exercise—and some of their ideas may actually be true of other cultures!
Generally, students have to be actively involved in discovering intercultural information. They must also be given a chance to practice their intercultural knowledge. It is not enough for students to assimilate new information—they need to digest it, feel it, and experience it!
References
1. Bao-he Z. (2010). How to Enhance Cross-cultural Awareness in TEFL. Cross-cultural communication Journal, 6 (2), 100-104.
2. Beach R. (1992). "Experimental and Descriptive Research Methods in Composition," in Methods and Methodology in Composition Research. Ed. Kirsch, G and Patricia A. Sullivan. Carbondale and Edwardsville: Southern Illinois UP, pp. 217-243.
3. Bennett J.M., Bennett, M.J., & Allen W. (2003). Developing intercultural competence in the language classroom. In D. L. Lange, & M. Paige (Eds.), Culture as the core (pp. 237270). Greenwich: IAP.
TYPES OF DISCOURSE IN LINGUISTICS Turdiyeva Yu.
Turdiyeva Yulduz - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: not only is discourse difficult to define, but it is also not easy to make a clear cut division of discourse as such. Therefore, depending on the form linguists distinguish various kinds of communicative products. A type of discourse might be characterized as a class of either written or spoken text, which is frequently casually specified, recognition of which aids its perception, and consequently production of potential response. Keywords: discourse, written and oral discourse, extralinguistic signals, grimaces, gesticulation, expressions.
When the stress is on a symptom aspect the fulfilled function is expression, as a result the discourse type is narrative. Last but not least in this division is argumentative discourse which is characterized by the accent on the signal aspect.
This distinction due to its suitability for written communicative products more than for spoken ones, faced constructive criticism whose accurate observation portrayed that there are more functions performed. Consequently there ought to be more types of discourse, not to mention the fact that these often mix and overlap. Thorough examination of the matter was conducted, thus leading to the emergence of a new, more detailed classification of kinds of spoken texts.
The analysis of oral communicative products was the domain of Steger, who examined features of various situations and in his categorization divided discourse into six types: presentation, message, report, public debate, conversation and interview. The criteria of this division include such factors as presence, or absence of interaction, number of speakers and
