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the example of modern English have been made for a long time. A great contribution
to the study of language variation was made by domestic scientists, such as A.D.
Schweitzer. He introduced the concept of “national
-territorial version of the English
langua
ge” into scientific use, was the first to attempt to identify and describe the
differences between the British and American varieties of modern English at all levels
of the language system, and determined the nature of their interaction. Identifying and
describing the varieties of modern English in all the diversity and interaction of its
forms is a complex scientific task, the relevance of which has increased in connection
with the growing processes of globalization.
References
1. UNESCO Atlas of the World
’
s Languages. Retrieved from [UNESCO](https://en.unesco.org/atlas-
languages-world).
2. Crystal, D. (2001). Global Understanding for Global English//Global English for Global
Understanding. Summaries of the International Conference. Moscow.
3. Lieberknecht, V. (2004). On increasing the linguistic competence of youth within the framework
of the implementation of international educational programs in Samara // Current problems of modern
socio-economic development: education, science, production. Abstracts of the international scientific
and practical conference, Samara May 25-26, 2004.
4. Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
5. Schweitzer, A. D. (Year). Title of the work. Journal/Conference Proceedings, Volume(Issue), Page
numbers.
6. Saidova Mamura Suleymanovna.
“
The concept of function and context within the framework of
the communicative approach”. (2023).
Western European Journal of Historical Events and Social
Science
,
1
(3), 46-48.
DEVELOPING INTERCULTURAL COMMUNICATION COMPETENCIES
AMONG STUDENTS IN UZBEKISTAN
Soatmurodova Dinora
Student
UzSWLU
Scientific advisor: Satibaldiyeva N.A
Abstract
This article will examine strategies for developing intercultural communication competencies
and understanding among students, especially in the context of Uzbekistan. The work presents
techniques to support language competency, cultural sensitivity, and mutual understanding in
Topical issues of language training
in the globalized world
305
multicultural settings, drawing on well-established theories and useful methodologies. The narrative
offers a thorough understanding of the educational environment surrounding the development of
intercultural communication.
Key words:
intercultural communication, Uzbekistan, students, language competency,
cultural sensitivity, multicultural settings, educational environment, strategies, understanding,
competencies, theories, methodologies.
The importance of the English language in the modern world can be assessed
in one line: English is the international language of communication. More than one and
a half billion people on Earth speak English, and it is difficult to even calculate how
many people study it (Talbot, 2023). In other words, it is the global language of the
entire world community.
With the development of information technology and the modern
communications system, the English language is spreading on a global scale. Currently,
it is the main candidate for the role of lingua franca, the language of international
communication, which is used in almost all spheres of society (Crystal, 2003). The
unprecedented nature of this phenomenon can already be judged by the fact that
English is spoken everywhere in the world, and it is spoken of as a single language of
international communication, a language that, following D. Crystal (2003), began to
be called global.
Intercultural communication refers to the successful exchange of information
and ideas between people from different cultural backgrounds. It involves not just
speaking the same language, but also understanding the cultural norms, values, and
beliefs that shape how people communicate. Knowledge of the English language helps
people infiltrate and understand people in terms of both the language and the cultural
context of communication. This helps improve Intercultural communication
competence and mutual understanding, thereby reducing the likelihood of possible
misunderstandings, conflicts, and communication mistakes.
Communicative competence includes knowledge of the language, its rules, and
features, the ability to construct logical statements, interpret information, and
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in the globalized world
306
adequately respond to communication situations. Also, important aspects of
communicative competence are the ability to listen and understand the interlocutor, the
ability to ask questions, participate in dialogue, and resolve conflicts.
Mutual understanding is the process of mutual awareness and understanding
between people that results from effective communication and interaction (Ting‐
Toomey & Kurogi, 1998). It is mutual respect and acceptance of other people
’
s points
of view, feelings, needs, and opinions, as well as the ability to empathize and perceive
the world through their eyes.
One basic strategy is to convey to students the importance of understanding and
valuing cultural differences. Students should recognize and celebrate cultural diversity.
As a multi-ethnic country incorporating Turkic, Persian, Soviet and, more recently,
Western influences, Uzbekistan is the ideal place to do this (Abdullayeva, 2022).
Students can immerse themselves in different cultures by visiting different cultural
events, museums, and surrounding themselves with different elements of other cultures
(CTE resources, 2024). They can also communicate with representatives of different
nationalities and cultures. This in turn will help English language learners build a
deeper knowledge of cultural understanding and improve intercultural communication
skills.
The next strategy is the development of cultural sensitivity, which is an
important nuance in intercultural communication in Uzbekistan. ESL students can be
provided with cultural sensitivity training, which includes learning about and
respecting the values, beliefs, and practices of different cultures. This can be achieved
through workshops, seminars and interactive events that promote empathy and
understanding. Also, ICC can be incorporated by fostering students to participate in
conversations about cultural heritage, and historical heritage (Abdujabbarov, 2020).
Providing the students with lessons on the history, traditions, and social norms of
Uzbek allows them to share their culture confidently with others while learning about
an entirely different culture.
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in the globalized world
307
Creating language exchange programs is another way of developing ICC
(Byram, 2020). Particularly the peer-tutoring model, for nurturing communication
skills in ESL learners of Uzbekistan. Uzbek students converse with native speakers,
not just through sterile textbooks, but on virtual platforms or even face-to-face. This
dynamic interaction unlocks a treasure trove of authentic language use, peppered with
the subtle cultural nuances that textbooks often miss. It is a far cry from rote
memorization
–
it is about acquiring fluency alongside cultural awareness and
empathy.
One of the most demanded and useful strategies is providing technology-
mediated learning (
O‘
Dowd, 2020). A mobile app and an online platform (that can be
used to bridge distance) can unite students with worldwide language partners.
Typically, platforms are mixed with interactive activities, cultural resources, and
communication tools. As a result, these environments become dynamic and exciting
learning environments.
The next strategy is applying project-based learning (Stollmeyer, 2001) and
reflective learning (Chen & Starosta, 2006). Collaborative assignments on
multicultural topics promote students to explore, present and explain their own
viewpoints of other cultures. It helps formation of critical thinking, communications
skills, and cultural diversity awareness. Also, students can benefit from intercultural
reflection through journals, discussions, or presentations as it is a great way to process
their cultural encounters, identify challenges, and develop communication strategies.
Moreover, ESL students can be engaged in critical examination of their own cultural
beliefs and assumptions, as well as the biases and opinions of others. This can be done
through group discussions, topic-based discussions, and assignments in the form of
letters or writing that promote self-awareness and cultural understanding.
An important point in the development of ICC is addressing local needs. Yildiz
(2017) correctly points out how crucial it is to modify ESL courses to meet the unique
requirements of a given setting. For instance, rural students in Uzbekistan might not
have as much access to technology or online resources, and temporary employees could
Topical issues of language training
in the globalized world
308
need more flexible class schedules or specialized terminology related to their line of
work.
Last but not least is providing teacher training (Deardorff, 2012). Equipping
ESL teachers with these skills is the most important step, as without this it will not be
possible to implement ICC in ESL classes. There should be created and supported
programs that prioritize ongoing professional development opportunities for teachers.
The development of ICC among ESL students in Uzbekistan requires a
multifaceted approach. This includes understanding and accepting cultural diversity,
and cultural sensitivity, promoting cultural and historical heritage, creating language
programs, and providing project-based learning as well as reflective, and training ESL
teachers. By developing ICC and mutual understanding, students can become not just
language proficient, but true global citizens. This, in turn, will help avoid conflicts in
the communication of people with different cultural backgrounds, which is relevant in
Uzbekistan and throughout the world.
References
1.
Abdujabbarov, U. (2020). Lifelong Learning and Cultural Exploration: A Framework for
Language Education in Uzbekistan. Journal of Multilingual and Multicultural Development,
41(5), 420-435.
2.
Abdullayeva, E.A. (2022). LANGUAGE AND INTERCULTURAL COMMUNICATION
IN UZBEKISTAN. Oriental renaissance: Innovative, educational, natural and social sciences,
2 (2), 554-557
https://www.oriens.uz/media/journalarticles/74_Abdullayeva_E.A._554-
3.
Byram, M. (2020). Teaching and assessing intercultural communicative competence.
https://doi.org/10.21832/byram0244
4.
Chen, Z., & Starosta, W. J. (2006). Reflective learning in web-based distance education.
Journal of Educational Technology & Development Exchange (JETDE), 3(1), 101-110.
https://link.springer.com/content/pdf/10.1007/BF03172913.pdf
5.
Crystal, D. (2003). English as a global language.
https://doi.org/10.1017/cbo9780511486999
6.
CTE resources. (2024, March 18). Teaching strategies. Intercultural competence.
https://cteresources.bc.edu/documentation/intercultural-competence/#466998682-zp1uu6
7.
Deardorff, D. K., & Jones, E. (2012). Intercultural competence: an emerging focus in
international higher education. In SAGE Publications, Inc. eBooks (pp. 283
–
304).
https://doi.org/10.4135/9781452218397.n16
8.
O‘
Dowd, R. (2020). The role of technology in intercultural communication: A critical review.
Journal of Educational Technology Development and Exchange (JETDE), 13(2), 171-188.
Topical issues of language training
in the globalized world
309
9.
Stollmeyer, A. (2001). Project work: A way forward for teacher education. Journal of Teacher
Education, 52(2), 153-164.
https://dashboard.ir.ung.edu/downloads/b5c33e9f-32de-4916-
10.
Satibaldieva, N. (2024). CHALLENGES AND STRATEGIES FOR TERMINOLOGICAL
CLARITY
IN
COMPUTER
LINGUISTICS.
ОБРАЗОВАНИЕ
НАУКА
И
ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
,
38
(1), 166-168.
11.
Satibaldiyev, E. (2023). BILINGUAL PHONOLOGICAL SYSTEMS: UNRAVELING
CROSS-LINGUISTIC INFLUENCE.
American Journal of Pedagogical and Educational
Research
,
17
, 142-144.
12.
Talbot,
D.
(2023,
December
29).
How
many
people
speak
English.
https://wordsrated.com/how-many-people-speak-english/
13.
Ting‐Toomey, S., & Kurogi, A. (1998). Facework competence in intercultural conflict: an
updated face-negotiation theory. International Journal of Intercultural Relations, 22(2), 187
–
https://doi.org/10.1016/s0147-1767(98)00004-2
14.
Yildiz, B. (2017). Fostering cultural awareness in Uzbek EFL learners through literature.
Journal of Language Teaching and Research, 8(5), 904-913.
GLOBAL CURRENTS: THE EVOLUTION OF THE
ENGLISHLANGUAGE IN THE CONTEXT OF MODERN
GLOBALIZATION
Sultonov Feruz
Doctoral Candidate
Uzbekistan State University of World Languages
Abstract
This study examines the transformation and dissemination of the English language in the
era of globalization. It explores the impact of global processes on language dynamics, challenges in
its spread, and future prospects. The foundational thesis of the article is that globalization
significantly influences the English language, altering both its linguistic structure and the cultural
context of its use. The research analyzes the historical context, methodology, as well as the results
and discussions regarding the impact of these changes on international language practices. The
findings may be beneficial for specialists in linguistics and language studies as well as for those
interested in globalization and intercultural exchange.
Keywords:
Globalization, English language, dissemination, transformation, linguistic
structure, international language practices, cultural context.
In the age of globalization, where borders between countries and cultures
become increasingly permeable, the English language stands out as a leading tool for
international communication and cultural exchange. Its transformation and
dissemination over the past centuries highlight the significant impact it has on the
