Education of the republic of uzbekistan termez state university

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN TERMEZ STATE UNIVERSITY

FOREIGN PHILOLOGY FACULTY
THE DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

THE INTEGRATION OF ENVIRONMENTAL AWARENESS IN LEARNING FOREIGN LANGUAGE.


DONE BY:

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SCIENTIFIC SUPERVISOR:
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CONTENT

Introduction

1. Co-study of language and culture in mastering a foreign language

2. Cultural approach in teaching a foreign language

3. Methodological and didactic problems of organizing the co-study of language and culture in foreign language classes

Conclusions for chapter 1

Conclusion

Bibliographic list

INTRODUCTION

We have adopted the Higher Education System Development Program
for 2017-2021 and are committed to addressing the challenges in this
area and bringing the higher education system to a new level.
Sh.M.Mirziyoyev
The main objective of these reforms is to train highly qualified experts who are able to make a contribution to the country's development and growth. The complete redesign of bachelor's and master's curricula, taking into account the best practices of established universities worldwide, is one of the important reforms in 2016. Modernization brings new criteria into account for teaching staff; for example, apart from their technical subject(s), they should present strong knowledge of foreign languages and IT skills. The research programmes are revised and updated, taking into account the evolving requirements of the labor market. In addition, with a translation into Uzbek replacing some old literature, new study materials have been added. It is noteworthy that the accomplishments of the Tempus, Erasmus + project in curriculum development are being widely applied in the higher education sector.
Recently, in lingua didactics, the problem of co-studying languages and cultures has been in the focus of attention of scientists, methodologists and practicing teachers due to the large number of studies in the field of intercultural communication and the dialogue of cultures.
It makes sense to study a language only in its interaction with culture, in projection on it. First of all, the need for such co-study is motivated by the fact that language cannot exist outside of culture; language is a culturally determined phenomenon. And, on the other hand, culture expresses itself primarily in verbal language and through it. At the beginning of the XI X century. the outstanding German linguist Wilhelm Humboldt (1767–1835) substantiated the concept of the inseparable connection and interdependence of culture and language. According to Humboldt, the culture of a people is its spirit, which can be embodied in a wide variety of forms, and one of these forms is language [15]. Language is one of the original forms of creativity of the people. To speak another language means at the same time to see the world differently through the prism of that language. Much later, already in the twentieth century, the idea was substantiated that a specific form of representation (expression) of the phenomena of reality by means of language left its mark or influenced the way of thinking (the well-known concept of Sapir-Whorf), in a word, not only social reality forms the language and influences it, but there is also a feedback: language, creating a special reality with its specific means, has a reverse effect on people's thinking .¹
The need for co-study of language and culture is motivated by the fact that they explain each other, help to comprehend the phenomenon of each other. Cultural studies make it possible to answer certain questions about language that cannot be answered by relying only on knowledge about the language itself; on the other hand, in the culture and spirit of the people there are such facets and shades that can be felt primarily through the language.
Non-equivalent vocabulary and associative connections, on which many phraseological units and figurative expressions are built, first of all confirm the thesis that without in-depth knowledge of culture, acquiring the so-called "background knowledge", without immersion in it, it is impossible to understand and, accordingly, learn to the place use many words and expressions, understand the humor contained in them, feel the beauty and expressive power of foreign speech, feel the wisdom of the people who created them, and the special energy contained in them.
On the other hand, language is an invaluable source of knowledge about culture, helping to open new horizons in its understanding. Prominent American anthropologist and linguist Clyde Kluckhohn, author of the world-famous book Mirror for Man. An Introduction to Anthropology", emphasized the role of linguistic knowledge and the database for the study of culture. The scientist wrote: "There is no more useful information than linguistic data"; they point to “primary, unconscious psychological attitudes. Moreover, most conflicts between groups and peoples arise because they speak different languages, both literally and figuratively, that is, they see the world differently: they categorize and classify it differently phenomena, choose for themselves different values and orientations. Analysis of the dictionary (lexical composition) of the language reveals the main landmarks of culture and reflects its history [19].
On the one hand, language can be regarded as one of the specific forms of existence of culture, and, from this point of view, language is an integral part of culture. But, on the other hand, language is the environment for the existence of culture, outside of which the latter is impossible; language is the context in which culture is placed, since everything that is done by a person is impossible without people communicating in the language of words; Without verbal communication, none of the types of human social activity is possible. Since the very existence of language and culture is impossible without each other, and in their understanding by a person these concepts are expressed one through the other, it is a mistake to think (as some students believe) that it is possible to master a foreign language without immersing themselves in a foreign culture. To the same extent, many shades of culture become accessible only as the language of its speakers is mastered.
Theme of the diploma work: "Co-study of language and culture in mastering a foreign language at the secondary level of education."