Volume 04 Issue 10-2024
325
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
325-329
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes
the theoretical approaches to the term “socio
-
cultural competence” and its role in the educational
process. Various interpretations of this concept by different authors are examined, highlighting the significance of
socio-cultural competence in language learning, intercultural communication, and personal development. The role of
socio-cultural competence in foreign language teaching and its connection with communicative abilities is discussed.
The article also addresses the importance of socio-cultural competence in shaping the ethical values of future
managers and young people. It is emphasized that the harmony between national and universal values serves as a
foundation for developing a culture of communication in educational institutions.
KEYWORDS
Socio-cultural competence, language teaching, intercultural communication, communicative abilities, ethical values,
culture of communication, national values, universal values, educational process, training managers, socialization,
cultural experience.
INTRODUCTION
In recent
years, the concept of “socio
-cultural
competence” has become one of the most commonly
used terms in professional and methodological
literature. However, since various authors assign
Research Article
THEORETICAL APPROACHES TO SOCIO-CULTURAL COMPETENCE AND
ITS DEVELOPMENT PROCESSES IN EDUCATION
Submission Date:
October 15, 2024,
Accepted Date:
October 20, 2024,
Published Date:
October 25, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue10-27
Voxid Tojimamatovich Jurayev
Associate Professor At Fergana State University, Uzbekistan
ORCID: 0009-0003-4202-529X
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
326
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
325-329
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
different meanings to this term, disagreements have
arisen in establishing a unified definition. Socio-cultural
competence is an essential quality related to an
individual’s role in society, self
-awareness, and the
ability to effectively communicate with other cultures.
This
competence
encompasses
not
only
communicative abilities but also a direct connection to
cultural and social experiences, values, and customs.
Therefore, properly interpreting this term is crucial for
the education system and personal development.
Recently, the term “socio
-
cultural competence” has
frequently
appeared
in
professional
and
methodological literature. Different authors define it
differently, leading to many disagreements that hinder
the development of effective approaches and
methods for consistently enhancing socio-cultural
competence in
education
at various levels.
Traditionally, socio-cultural competence is considered
either a general collective concept reflecting an
individual’s level of socialization [1] or as a component
of key competencies [2], seen as a personal quality that
governs one’s int
eraction with the world, based on
attitudes toward oneself, society, others, and activities
[3].
Analysis shows that scholars such as N.I. Gez, A.V.
Guseva, N.A. Ignatenko, L.D. Litvinova, L.N. Polushina,
I.E. Riske, V.V. Safonova, and V.P. Sisoiev view socio-
cultural competence from the perspective of learning
language and culture together. They consider this
concept not only as knowledge of the socio-cultural
context
(values,
customs,
traditions,
cultural
achievements specific to a society) but also as a
specific aspect of communicative ability that allows
one to participate in socio-cultural interaction,
adjusting speech behaviors based on context and
situation. M.T. Kadirova believes that socio-cultural
competence includes international linguistic, socio-
linguistic, and cultural competencies [4]. In modern
foreign language teaching methodology, the issue of
learning language and culture together is increasingly
described from the perspective of socio-cultural
competence. The term “socio
-cultural competenc
e”
has firmly entered the theory and practice of foreign
language teaching. N.D. Galskova and N.I. Gez define
socio-cultural competence as the ability to enable an
individual to become self-aware within the framework
of cultural dialogue, i.e., in conditions of socio-cultural
communication [5]. Its development occurs through
the relationship between developing a linguistic code
and the individual’s cultural experience, where one can
discern attitudes toward oneself and the world, as well
as the experience of creative activity.
L.I. Korneyeva views socio-cultural competence as the
ability to understand, appreciate, and respect
culturally conditioned factors, which influence one’s
own and others’ perceptions, thinking, evaluations,
and actions, and to create new patterns of behavior
based on this understanding [6]. This competence
Volume 04 Issue 10-2024
327
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
325-329
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
manifests in adapting communicative and behavioral
responses to the actions of representatives of other
cultures, constructing new behavior patterns based on
the values and norms of various cultures. According to
Y.N. Solovova, socio-cultural competence is a tool for
cultivating an internationally oriented individual, which
involves students internalizing social experiences and
customs (not only of the language they are learning
but also of their native language) and considering them
in interaction processes [7]. It is evident that socio-
cultural competence is closely related to the process of
language teaching (i.e., the development of linguistic
competence).
M.Sh. Ruzmetova, in her research, defines socio-
linguistic competence as “the knowledge of the
customs, values, ceremonies, and other national-
cultural characteristics of the country where the
language is being learned, and the ability to present
thoughts orally and in writing, comparing them with
the established customs and traditions of the
representatives of each nation and nationality” [8].
In our opinion, social culture and socio-cultural
competence form a solid foundation for moral-ethical
values, achieving stability when they are cultivated
from childhood. This process is a key factor in the
complete personal development of future managers.
In the system of moral-ethical values, the culture of
communication and relationships holds particular
significance. In educational institutions, students and
young people, in addition to the influence of family and
neighborhood upbringing, encounter issues of
communication and relationships for the first time.
Therefore, it is necessary to systematically and
continuously cultivate a culture of communication in
educational institutions, following the principles of
education and upbringing. Unlike family and
neighborhood
influence,
where
professional
upbringing is not involved, the process of instilling
national and universal values is emphasized. In families
and neighborhoods, the upbringing of national values
and local customs prevails, whereas in educational
institutions, the process of forming concepts and skills
related to universal values and the culture of
communication must also be organized.
The analysis of sources shows that socio-cultural
competence is interpreted in various ways. Z.
Jakbarova notes that it refers to the ability of
individuals to coexist in society without conflict and
aggression; the ability to participate in a culture
previously foreign to them; and behavior based on
principles of diversity of thought and awareness of
cultural processes. Socio-cultural competence consists
of four main components:
1.
socio-cultural knowledge (knowledge of
spiritual values, customs, and cultural
traditions, as well as specific features of
national mentality);
Volume 04 Issue 10-2024
328
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
325-329
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2.
communication experience (choosing a socio-
cultural style, correctly interpreting foreign
cultural phenomena);
3.
emotional attitude toward culture (including
the ability to resolve conflicts arising during
communication);
4.
knowledge of ethical behavior and proper use
of social etiquette [9].
The socio-cultural approach emphasizes the need to
develop
a
responsible
attitude
toward
the
environment in individuals, serving as an important
foundation for mastering a set of values. This approach
highlights the necessity of considering specific cultural
conditions linked to human living environments in
organizing the educational process, which is vital in
creating an educational environment. As can be seen,
socio-cultural competence is a complex phenomenon,
encompassing a set of components from various
categories. The following components can be
distinguished:
•
linguistic-regional
–
the ability to use lexical
units with socio-cultural semantics in socio-
cultural communication situations (e.g.,
greetings, addressing, farewells in spoken and
written language);
•
socio-linguistic
–
linguistic features of social
strata, i.e., the specific language of
representatives of different generations,
genders, and social groups;
•
socio-psychological
–
possession of culturally
conditioned scenarios and national-specific
models of behavior, using the accepted
communicative methods of that culture;
•
cultural component
–
socio-cultural, historical-
cultural, and ethno-cultural background
(knowledge of the traditions and customs of
the people of the language being learned) [10].
Thus, socio-cultural competence not only contributes
to the development and enrichment of personal
experience but is also an integral part of successful
social integration and professional interaction in the
modern world. Developing socio-cultural competence
enriches an individual’s cultural experience and shapes
the ability to communicate effectively in different
societies. This competence includes linguistic, social,
psychological, and cultural components and is
essential for successful social integration in today’s
world. The importance of developing socio-cultural
competence is particularly significant in the
educational process, where individuals determine their
role in society and engage in appropriate
communication with other cultures. Therefore, socio-
cultural competence requires special attention in
professional preparation and personal development.
REFERENCES
1.
Делор Ж. Образование: сокрытое сокровище.
UNESCO, 1996.; Рототаева Нина Алексеевна.
Volume 04 Issue 10-2024
329
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
325-329
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Психологические условия развития социальной
компетентности
в
юношеском
возрасте.
АВТОРЕФЕРАТ диссертации на соискание ученой
степени кандидата психологических наук. –
Москва, 2002. –
26 с.
2.
Hutmacher
Walo.
Key
competencies
for
Europe//Report of the Symposium Berne,
Switzezland 27ñ30 March, 1996. Council for
Cultural Co-operation (CDCC) a //Secondary
Education for Europe Strsburg, 1997.
3.
Маркова
А.К.
Психологический
анализ
профессиональной
компетентности
учителя//Советская педагогика. 1990. № 8.
4.
Кадырова
М.Т.
Компетентлик
ёндашуви
назарияси ва унинг педагогик мазмунига доир
қ
арашлар
//
Молодой
ученый
. -
Ч
., 2020. -
№ 43
(333). -
С. 343
-345.
5.
Гальсков Н.Д., Гез Н.И. Теория обучения
иностранным языкам.
Лингводидактика и
методика. Учебное пособие. –Москва: Academa,
2006.
–
335 c.
6.
Корнеева И.Л. Семейное право : учебник и
практикум для вузов / И.Л.Корнеева.
- 3-
е изд.,
перераб. и доп.
-
Москва : Юрайт, 2023.
-
361 с.
7.
Coлoвoвa E.H. Мeтoдикa oбyчeния инocтpaнным
языкaм. Пpoдвинyтый kypc.
-
Москва: АСТ:
Астрель, 2008. –
238 с.
8.
Рузметова М.Ш., Умумий ўрта таълим 5
-
7 синф
ў
қ
увчиларига
инглиз
тилини
ў
қ
итишда
компетенцияларни
ривожлантириш
технологиялари: автореф.Тошкент. –
2021
–
Б.
66.
9.
Жакбарoва
З.
Талабаларнинг
ижтимоий
-
маданий компетентлигини шакллантиришнинг
назарий методологик асослари // Экономика и
социум, 2021, №9 (88). –
Б. 1
-5.
10.
Воробьев
Г.А.
Развитие
социокультурной
компетенции. Иностранные языки в школе // ЗАО
РЕЛОД, Москва, 2003. –
C. 30.
