Важность межкультурной коммуникативной компетентности в обучении иностранным языкам

Аннотация

Ключевые слова: В статье рассматривается роль межкультурной компетентность, компетенции в процессе обучения иностранному языку и межкультурная исследуется, как она позволяет специалистам по коммуникативная межкультурному общению понимать и уважать людей, компетентность, коммуникация, которые, по их мнению, имеют различную культурную культурная принадлежность; реагировать надлежащим, эффективным осведомленность, и уважительным образом при взаимодействии и общении с коммуникативный подход. такими людьми; устанавливать позитивные и конструктивные отношения в атмосфере общения на иностранном языке. Более того, соответствующие подходы были проанализированы с точки зрения эффективности. Teaching culture and developing intercultural skills have become fashionable phrases in foreign and second language pedagogy in the last ten years. However, this is hopefully not only a superficial and quickly passing fad since many language teachers and researchers have established that the primary aim of second and foreign language acquisition is to enable learners to communicate with people coming from different linguistic and cultural backgrounds in a multicultural world. Since there is an increasing need to be able to deal with cultural diversity effectively and appropriately, students also need to acquire intercultural communicative competence. Therefore, we can see that while teaching linguistic skills, second and foreign language instructors should also integrate a variety of cultural elements in their language lessons[1]. The knowledge about the target culture is necessary to communicate successfully. This includes having a working knowledge of art, but also an understanding of the political and educational system, as well as history and geography of the target countries. Intrecultural communication aims to prepare students to familiarize them with traditions and customs of the other country and to make sure they can communicate with native speakers. Linguistic competence alone is not enough for learners of a language to be competent in that language. Language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that behaviors and intonation patterns that are appropriate in their own speech community may be perceived differently by members of the target language speech community. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior. In many regards, culture is taught implicitly, imbedded in the linguistic forms that students are learning. To make students aware of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion in relation to the linguistic forms being studied. For example, when teaching subject pronouns and verbal inflections in French, a teacher could help students understand when in French it is appropriate to use an informal form of address (tu) rather than a formal form of address (vous)—a distinction that English does not have. An English as a second 900 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 4 (2021) / ISSN 2181-1415 language teacher could help students understand socially appropriate communication, such as making requests that show respect; for example, “Hey you, come here” may be a linguistically correct request, but it is not a culturally appropriate way for a student to address a teacher. Students will master a language only when they learn both its linguistic and cultural norms. Some teachers and researchers have found it effective to present students with objects or ideas that are specific to the culture of study but are unfamiliar to the students. The students are given clues or background information about the objects and ideas so that they can incorporate the new information into their own worldview. An example might be a cooking utensil. Students would be told that the object is somehow used for cooking, then they would either research or be informed about how the utensil is used. This could lead into related discussion about foods eaten in the target culture, the geography, growing seasons, and so forth. The students act as anthropologists, exploring and understanding the target culture in relation to their own. In this manner, students achieve a level of empathy, appreciating that the way people do things in their culture has its own coherence. It is also important to help students understand that cultures are not monolithic. A variety of successful behaviors are possible for any type of interaction in any particular culture. Teachers must allow students to observe and explore cultural interactions from their own perspectives to enable them to find their own voices in the second language speech community[2]. For many teachers, culture teaching and learning is a