CHET TILLARNI O‘QITISHDA MADANIYATLARARO MULOQOTNING AHAMIYATI

Аннотация

The issue of developing intercultural communication skills during the foreign language learning process is the focus of this article. Effective intercultural communication requires knowledge of both one’s own and other cultures, as well as the capacity to evaluate behaviour and lexical and grammatical conventions. Keywords. Culture, Intercultural communication, multicultural environment, communication skills, interaction Effective cross-cultural communication is crucial in today's globalized society. Teaching a foreign language must include more than just language skills; it also needs to include an awareness and respect of cultural quirks. Intercultural communication equips students with the skills they need to build meaningful relationships with others from diverse cultural backgrounds in addition to navigating language barriers. The theoretical underpinnings, advantages, and difficulties of intercultural communication in language instruction are all covered in this article. Teaching a foreign language requires effective intercultural communication. It gives students a better knowledge of cultural diversity and prepares them for efficient communication in everyday settings. The conventional approach to teaching English to journalism students primarily emphasizes teaching the regulated and standardized parts of language useth – at is, conforming to a neutral linguistic norm. However, in fact, this method does not guarantee that students will communicate effectively with native English speakers. This is because learners need to be able to recognize non- standard linguistic phenomena in foreign speech in addition to being familiar with the language’s normative layer in order to develop critical, effective communication and support. Many authors consider a foreign language as a conduit for intercultural communication, the mastery of which is unachievable without concurrent cultural studies. Culture is the framework in which we live, think, feel, and interact with one another, claims G. Brown [1, p.23]. Mutual understanding and full intercultural communication are guaranteed if the educational and upbringing processes are structured so that a foreign language is studied as a phenomenon of the national culture, as a linguistic world model of these people and this culture. The ability of peoples and civilizations to exist independently is currently vanishing. A person’s ethnic identification may change as a result of encountering diverse cultural contexts with disparate value systems, which frequently makes assimilation more difficult. Since intercultural competence is a crucial part of having a tolerant attitude toward other cultures and serves as the foundation for a successful entry into the global society, this circumstance actualizes the issue of multicultural education in pedagogical reality. Pupils with a particular interest and curiosity focus on everything associated with the target language nation, including history, culture, art, customs, traditions, daily lifestyles, beliefs, and pastimes [2, p. 33]. Some learning factors are improved when intercultural conversation is incorporated into language instruction. It first fosters empathy and tolerance for different viewpoints by promoting cultural sensitivity and understanding. It challenges students to think critically about their cultural prejudices and presumptions. By offering chances to interact with real materials, experiment with various linguistic registers, and create efficient intercultural communication techniques, intercultural communication also helps students become more proficient communicators. Finally, 613 because it gives language learning relevance and significance, it raises learners’ motivation and engagement. Cross-cultural assignments that offer immersion in the culture of the target language nation make this task easier to do. They demand analysis of these data in the form of diagnosing particular situations and producing all available knowledge and abilities, rather than merely presenting ready- made information from real life in an abstract manner. These consist of interactive modelling, self-evaluation, biographical reflection, field observation, simulations, and techniques for actively participating in intercultural communication scenarios, such as dialogues, different games, situation analysis, and pieces of training. Active approaches to intercultural learning include simulation games and training that let you show issues in dynamics and give participants a chance to spend the required amount of time in certain intercultural communication scenarios. Effective cross-cultural communication is based on cultural sensitivity. This section looks at doable tactics and exercises that teachers can use to help Uzbek pupils become more sensitive to cultural differences. It looks at the importance of empathy-building exercises, cultural awareness activities, and the difficulty of dealing with stereotypes [3, pp.107-118]. To effectively s