Volume 15 Issue 07, July 2025
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6.995, 2024 7.75
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TEACHING INTERCULTURAL COMMUNICATION IN A FOREIGN LANGUAGE
Tokhirjonova Sh.
University of World Languages, Uzbekistan
In connection with the rapid growth of business and personal contacts of people, as well as
communication via the Internet, press, television in various fields (education, science, economics,
tourism, etc.), we have become residents of one "global village". This means that a natural
consequence of the development of the world community is the rapprochement of countries and
peoples in the economy, politics, education, and their joint solution of global problems. All this
puts before education a difficult task of preparing young people in a multicultural multinational
space. Along with honoring national culture, it is important to teach young people to respect the
uniqueness of the cultures of other communities, to help overcome established stereotypes and
negative ideas about the habits, customs, and behavior of representatives of other cultures1.
The process of integration of Uzbekistan into the international economic and political
community has determined the need to solve these problems, first of all, through the training of
qualified specialists in the field of intercultural communication - translators, diplomats,
international journalists, foreign language teachers, tourism and hotel business managers. In the
context of a language university, intercultural communication training acquires the most
important strategic tasks: along with basic linguistic knowledge, it should ensure entry into a
foreign culture - "a deeper and more thorough study of the world of native speakers, their way of
life, national character, mentality, and so on, because the actual use of words in speech, the
actual speech reproduction is largely determined by knowledge of the social and cultural life of
the speech community speaking a given language"2.
V. von Humboldt: "Each language draws a border around the people to whom it belongs.
Learning a foreign language should be the development of a new point of reference in the
previous prevailing global understanding of the individual. But this foundation is never complete,
since the individual always brings to the foreign language a greater or lesser share of his own
point of view - in fact, his own linguistic model"2.
This statement summarizes all the problems of modern communication, which arise from the
inability, firstly, to understand that a foreign language, being one of the means of manifesting
culture, represents another world, and not another way of reflecting the only possible world, and
secondly, to overcome or consciously dissect the influence of one's own worldview when
communicating in a foreign language. F. Boas was the first to study the relationship between
language and culture as a system of beliefs and values.
He argued that it is impossible to understand another culture without direct access to its language.
"Knowledge of languages serves as an important guide to a full understanding of the
customs and beliefs of people ... purely linguistic research is an integral part of a scrupulous
study of the psychology of the peoples of the world"10. This means that linguistic systems can
be studied in order to understand cultural systems, and each culture under study must be
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understandable in its own terms, not in the frame of reference of the researcher who is a native of
another culture.
The ideas of F. Boas were developed in the works of E. Sapir and B. Whorf. "Language does not
exist outside of culture, outside of the socially inherited set of practical skills and ideas that
characterize our way of life"4. One of the main tasks of language universities is to achieve such a
level of language proficiency in students that characterizes the communicative competence of its
speakers. Students must be able to correctly formulate their speech in linguistic and stylistically
terms, taking into account the varying conditions of intercultural communication"5.
Various concepts of communicative competence, part of which is intercultural competence, have
repeatedly been the subject of research by many authors. Such interest is associated with the
dominance of the communicative approach in teaching foreign languages. The concept of foreign
language communicative competence has been repeatedly modified. Thus, V.V. Safonova
believes that communicative competence should be supplemented by knowledge of global
problems and the skills necessary for the survival of humanity5.
The same author believes that intercultural competence is part of the communicative competence
of a linguistic personality. Its formation with the development of other components of
communicative competence ensures the productivity of interaction between communicants at the
intercultural level, their mutual understanding in terms of taking into account the interaction of
their native cultures when one or both participants in intercultural communication use the French
language as a means of communication.
At present, the Republic of Uzbekistan is reorienting the goals of teaching foreign languages
in higher education institutions, aiming at the formation of communicative and professional
competence. But there is a contradiction, which consists in the fact that, on the one hand, the
need for a communicatively oriented approach to teaching foreign languages is recognized,
and on the other hand, there is no scientifically based methodology for the formation of such a
level of language proficiency in future French language teachers, which characterizes
intercultural communicative competence for the implementation of successful professional
activities.
In our opinion, a necessary condition for the formation of the above-mentioned competence will
be the use of technologies that most fully implement the basic principles of teaching intercultural
communication, namely: 1. the principle of cognition and consideration of cultural universals. 2.
the principle of studying language and culture. 3. the principle of culturally related studying of a
foreign language and native languages. 4. the principle of ethnographic study of language and
culture. 5. the principle of speech behavioral strategies. 6. the principle of conscious and
experienced. 7. the principle of controllability. 8. the principle of empathy1.
Literature
1. Shevchenko T.D. Technology of training in teaching intercultural communication. Moscow
2000.
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2. Humboldt V. Language and philosophy of culture Moscow. Progress 2005.
3. Ter-Minasova S.G. Language and intercultural communication. Zh. 2004.
4. Sapir I. Language. Introduction to the study of speech Moscow 201.
5. Krutskikh A.V. Using dramatic texts. Moscow 2008.
6. Elizarova G.V. Culture and teaching foreign languages. Moscow 2005
7. Safonova V.V. Studying languages of international communication in the context of
dialogue of cultures. Voronezh. 2006
