Chapter I. Theoretical backgrounds of forming intercultural competence of the young learners based dialogical texts 1

Problem development status of research: The issues related to teaching foreign languages and intercultural competence have been discussed by foreign and native scientists; M. Byram and M. Fleming, C. Kramsch, A. J. Liddicoat, M. Papademetre, R. M Paige, A. Scarino, & M. Kohler have the works of contributions in methodology of English language teaching.
Scientists on methodology and the founders of linguistic culture in Russia, E.M. Vereshchagin and V.G. Kostomarov, O.A. Leontovich, I. Yu. Markovina and Yu. A. Sorokina made their worthy contributions with the dissertations, researches and articles about developing of intercultural competence.
Professor Jalolov J.J, Makhkamova G.T, Ashurov Sh. S, Alimova K, Mukhammedova N, Brewerton B. made a contribuition on English language teaching methodology with their works.
A well-known English linguists R. Williams, M. Guilherm, D. K. Deardorff, K. Risager and other researchers conducted their research in developing intercultural competence.
The topicality of the research: The topic of this research work is relevant to the following factors:
1. Necessity of defining specific features of intercultural competence in TFL.
2. Necessity of identifying peculiarities of using dialogical texts.
3. Necessity of developing dialogical skills of the young learners.
4. Necessity of creating methodical recommendations due to selecting and designing dialogical texts for developing young learners’ intercultural competence. 5. Importance of selecting dialogical texts for forming intercultural competence as a part of communicative competence of the young learners by the recommendations of experts.
The aim of the research: To create the model of developing young learners’ intercultural competence by the example of dialogical texts.
Tasks of the research: - To study the theoretical basis of developing intercultural competence in TFL, specifications of dialogical texts, primary school curriculum and programs in Uzbekistan.

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  To specify and adapt the exist principles and criteria of selecting C1English idioms to PRESETT.
  
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  To study specifications of integrative approach in PRESETT.
  
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  To make the model of teaching C1English idioms based on integrative approach in PRESETT.
  
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  To create methodical recommendations how to use the system of exercises of C1 English idioms based on integrative approach.
  
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  To organize and check usefulness of the created model through experimental teaching.
  

-To give learners intercultural competence as well as linguistic competence; -To prepare them for interaction with people of other cultures; -To enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviors; and to help them to see that such interaction is an enriching experience.