INTERCULTURAL APPROACH IN TEACHING ENGLISH IDIOMATIC EXPRESSIONS TO STUDENTS IN KARAKALPAKSTAN

INTERCULTURAL APPROACH IN TEACHING ENGLISH IDIOMATIC EXPRESSIONS TO STUDENTS IN KARAKALPAKSTAN

Madina Kalabaeva

senior teacher of  Karakalpak  State University named after Berdakh.

Uzbekistan, Nukus

ABSTRACT

The author notes that the development of an intercultural approach to teaching a foreign language in general and its idioms has great prospects. In the era of globalization, it becomes more relevant than ever before. The fact is that along with the intensification of international, intercultural contacts, the problem of cultural barriers is not only not removed, but, on the contrary, is significantly exacerbated.

Due to the emergence of cultural barriers, students face difficulties in learning idiomatic expressions, as a result of students' lack of background knowledge about the culture of English-speaking countries.

Keywords: intercultural approach, cultural linguistics, cultural barrier, intercultural competence, idiomatic expressions.

The idiom of a language can and should be considered both as part of the national culture and as a phenomenon, which, in turn, is determined by ethno-cultural specifics. In this regard, from the standpoint of linguoculturology, many language idioms are considered as explicators of stereotypes of thinking (see [1.], [6], [8], etc.). By definition, V.V. Krasnykh, “a stereotype is a stable fragment of the picture of the world that exists in the mass consciousness. This is a certain image of representation, a mental picture, a certain constant, minimized-invariant, national-culturally specific representation of an object or situation” [10. 178]. The process of formation of collective linguistic consciousness in this sense can be considered as its stereotyping.

Nevertheless, the development of an intercultural approach to teaching a foreign language in general and its idioms, in particular, in our opinion, has great prospects. In the era of globalization, it becomes more relevant than ever before. The fact is that along with the intensification of international, intercultural contacts, the problem of cultural barriers is not only not removed, but, on the contrary, is significantly exacerbated. As noted by some researchers, cultural barriers in learning a foreign language are as significant as language and psychological barriers (see [4.32].

The essence of cultural barriers lies in the individual manifestation of objective difficulties arising in the learning process, as a result of the students' lack of background knowledge about the culture of English-speaking countries. It is important to emphasize that cultural barriers are truly intense only when a foreign language is taught within the language environment or in the process of direct (personal) intercultural communication. In the conditions of learning a foreign language outside the language environment, cultural barriers are little accentuated and practically not realized, which is often the reason for the lack of necessary attention to them from teachers. However, this does not in the least reduce the need to form students' linguocultural and sociocultural competence, since they are integral components of communicative competence. It is noteworthy that along with linguocultural and sociocultural competencies, some researchers also distinguish intercultural competence as “the ability to conduct intercultural communication in a foreign language” [7. 73]. This definition can be interpreted as some "narrow" understanding of the term "intercultural competence". In the context of this study, we use the term "intercultural competence" in this sense, considering it a working definition. We also believe that intercultural competence relies primarily on background knowledge about the culture of the native speaker of the language being studied. Despite the fact that in modern linguodidactics the concept of “intercultural competence” is absorbed by the concepts of linguocultural and sociocultural competencies, nevertheless, in relation to the problem of teaching philology students idiomatic expressions of the English language, this term is most convenient, given that idioms are much more least, than other linguistic units, are determined by national culture.

From this, in particular, it follows that at the present stage of development of society in the Republic of Karakalpakstan, the cultural component of education requires the search for adequate psychological, pedagogical and methodological solutions aimed at improving the intercultural communicative competence of philology students and modernizing the process of teaching English by updating it. communicative orientation. At the same time, in the course of teaching a foreign language, serious attention should also be paid to the "native" culture of the students, since it is precisely this that is the basis in relation to which the "foreign" culture is perceived. N.D. writes about this general pattern. Galskova: “Own cultural experience is always primary in the perception of a foreign culture. Mastering new cultural phenomena, the student expands the possibilities of his reflection of perception, and this process unfolds against the background of the already existing linguistic and cultural baggage, which, however, can lead to inadequate interpretations and misunderstanding of individual phenomena" [2. 155]. Taking into account the native culture and taking into account the principle of relying on the native language in their totality are realized as the principle of orientation to the original linguistic culture: must flow simultaneously, and not in separate, even if in contact, planes). It is important that a foreign culture be included in the student's real life process as a result of expanding the boundaries of his individual intercultural experience. The student should have a real opportunity, while studying the language at each educational stage, to participate in intercultural communication and, most importantly, to observe the acquired linguistic and cultural experience and evaluate it” [2. 156]. That is why today there is a need to develop an intercultural approach to learning idiomatic expressions. Meanwhile, there are very few studies of this kind to date.

One of the few examples in this sense is the study by O.S. Khosainova, carried out in relation to the German language. The dissertation aims to “theoretically substantiate and practically develop a technology for teaching students the idiomatic speech based on reading texts and in the context of an intercultural approach” [3. 8]. Regarding the essence of the intercultural approach, the author writes: “The intercultural approach is developing within the framework of the anthropocentric paradigm as a response to the need for students to develop the ability to show readiness for the effective implementation of intercultural communication, an important and integral part of which is idioms - peculiar stereotypes of culture” [3. 43]. We note in passing that the anthropocentric paradigm has consistently occupied a dominant position in linguistics over the past three decades, which could not but affect the state of the methodology of teaching foreign languages. Anthropocentrism is a key characteristic of a number of modern methods and technologies of language teaching. Moreover, sometimes he characterizes approaches as the broadest and most dominant ideas of learning. First of all, anthropocentrism is characteristic of the intercultural approach.

Along with the intercultural approach to the anthropocentric paradigm of linguistics, the communicative and axiological approaches to teaching foreign languages undoubtedly owe their formation (Fig. 1.1)

Figure 1.1 Approaches to teaching foreign languages in their relation to the anthropocentric paradigm of linguistics

Note that the intercultural approach is directly.connected with the communicative and axiological approaches.. So, being addressed to the problem of intercultural communication, it largely intersects with the communicative approach. Taking into account its appeal to the category of value (see below), it intersects with the axiological approach. In total, the interaction of these three approaches is manifested in the formation of the humanistic principle of teaching foreign languages: “The concept of humanistic learning is based on the position of the uniqueness and uniqueness of each student, while the educational process is built without common guidelines for all students, curricula and programs. The concept of developing the individuality of students in the dialogue of cultures puts forward educational, educational and developmental goals as priority goals” [9. 221]. This trend is currently global. This means that the humanization of the theory and practice of teaching foreign languages is nothing but one of the main vectors for the development of world linguodidactics.

References:

1. Teliya V.N. Primary tasks and methodological problems of the study of the phraseological composition of the language in the context of culture // Phraseology in the context of culture. – M.: Languages of Russian culture, 1999. – S. 13–24.
2. Galskova N.D. Personality-developing potential of an intercultural approach to teaching foreign languages // Proceedings of the Gomel State University named after F. Skorina. Ser.: Socio-economic and social sciences. - Gomel, 2016. - No. 2 (95). - S. 17-21.
3. Babenko A.V. Linguistic and didactic foundations for teaching phraseological units in the practical course of Russian as a foreign language (level B1-B2): Abstract of the thesis. diss…. cand. ped. Sciences. - M., 2020. - 23 p.
4. Barmin A.V. Dialogue as a property and condition of culture // History of science and technology in the modern system of knowledge: the second annual conference of the Department of History of Science and Technology, February 8, 2012. - Ekaterinbur, 2012. - P. 45-50.
5. Isaeva L.A. On the relationship between the concepts of "Conceptualization", "Stereotyping" and "Precedentization" // Cultural Life of the South of Russia. - Krasnodar, 2012. - No. 2. - S. 58-60.
6. Kirillova N.N. On the issue of stereotypes in phraseology // Izvestiya RGPU im. A. I. Herzen. - St. Petersburg, 2002. - No. 2. – pp. 129-140
7. Larina T.V. Culture as a style-forming factor // Intercultural communication and translation: materials of the interuniversity scientific conference. - M.: MOSU, 2005. - S. 71-75.
8. Maslova V.A. Cultural stereotype and its role in behavior through the prism of language // Actual problems of philology and pedagogical linguistics. - Vladikavkaz, 2009. - No. 11. - S. 37-43.
9. Parshutkina T.A. Humanistic orientation of teaching foreign languages in the history of national gymnasium education // Bulletin of the Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics. - Kostroma, 2011. - No. 1. - S. 220-223.