Education of the republic of uzbekistan termez state university

2. CULTURAL APPROACH IN TEACHING A FOREIGN LANGUAGE

In the formation of sociolinguistic competence, pedagogical science assigns one of the leading places to the culture logical approach (the culture logical approach in domestic methodological science is more often referred to as civilizational; but if civilization is understood as sociocultural education, that is, the social existence of culture, then the term "culture logical approach" seems to be more capacious) .
The culture logical approach to teaching foreign languages has long been recognized as textbook in our country. And, as is often the case with ideas and positions elevated to the rank of axiomatic, it has become a category that does not cause much doubt, discussion, and, accordingly, acute scientific interest. Its use in the educational process is often straightforward, schematic and comes down mainly to the thematic, that is, fragmentary, study of the civilization created by native speakers.
Despite the fact that the development of each culture has its own internal logic and relative independence, in itself any culture that includes language as a necessary component is the most adequate expression of social reality. At the same time, culture (including language), reflecting the socio-historical process and being included in it, is socially determined. Moreover, the process of social determination of culture is non-linear, diverse, historically specific. This determines the complexity of the implementation of the cultural approach in the process of teaching foreign languages.
The application of a cultural approach involves the study of a foreign language in an appropriate cultural context. At the same time, taking into account the cultural approach in teaching languages is also aimed at establishing the so-called feedback. In the modern world, foreign language learners want to get to know peoples whose way of thinking, communication, behavior and life in general is significantly different from their own. At the same time, today it becomes obvious that the assimilation of linguistic systems is not a guarantee of establishing an adequate understanding between peoples, individuals. After a rather long period of "communicative euphoria", many teachers of foreign languages began to express disappointment and dissatisfaction with the purely functional nature of the use of language knowledge.
The study of foreign languages through forms and methods within the framework of the cultural approach will allow the philological discipline to become at the same time a means of comprehending the essence and values of other cultures. Only in this case, communication links can be adequate and complete.
Acquaintance with the scientific works of foreign authors devoted to the problems of didactics in the teaching of foreign languages allows us to judge the relevance of the issue under consideration for Western pedagogical science. According to Western didacticists, the enrichment of the traditional system of teaching communication skills with a “cultural component” will allow “intellectualization” of sociolinguistic competence [55]. In the unity of language and culture, teachers of French, Italian, Spanish and other languages see the only possible way to prevent the establishment of a monopoly of the English language and, accordingly, the depreciation of other foreign languages and national cultures [55].
Throughout the study of foreign languages, the action of three types of connection between the study of the proper language (“speaking”) and the study of culture can be traced. They can be defined as universal, national and local connections. In different eras, in different countries, certain connections prevailed. Their forms varied depending on political imperatives, pedagogical views and predicted final results of education. The most stable universal connections between the studied language and the comprehended culture were established in that long period of history, when the basis of education was the ancient, or "dead" languages (Ancient Greek and Latin). Neither Greek-Roman history nor ancient literature was taught in educational institutions, countless extemporalia were performed (translations from natural language into ancient without prior preparation), conjugation of the aorist and other grammatical forms was memorized. But the basis of the study of languages was the works of great orators, philosophers and poets. And after 4 - 6 years of studying Latin or Ancient Greek, students began to understand not only how they spoke, but also how the ancients thought. Even in Russia, where, perhaps more than anywhere else, in the 19th - early 20th centuries, classical education was criticized (in other years, in Russian secondary schools - gymnasiums - about 40% of the study time was devoted to the study of ancient languages), teachers and public figures saw in the study of ancient languages an ideal means of familiarizing young people with the "age-old" - today we understand: universal - moral, cultural, political values. In the 60s of the 20th century in European countries, the intellectual elite chose German from all European languages for study on the grounds that this is the way to comprehend philosophical thought.
If we take our specific modern experience of teaching foreign languages (we are not talking about specialized linguistic higher educational institutions), it is worth noting that with the undeniable effectiveness of the communicative approach and the justified relatively recent rejection of the dominance of combined reading and translations of the great classics, the elimination of masterpieces from the course of teaching a foreign language world literature looks like another extreme. Today, the world methodological market is flooded with excellent original publications in which educational material is presented by means of the communicative method.
The most popular in the world, including in our country, methods of teaching French ( La France en direct , Voix et images de France , Sans frontieres , etc.) contain the richest colloquial vocabulary, excerpts from articles about the socio-political and economic structure of the state, about the most burning problems and events in the social and cultural life of the country, widely use situational techniques. But to limit the educational process to the use of foreign modern methods (which is often done, of course, with accessibility), means deliberately limiting the ability of the teacher to achieve the goal set for him. The study of the history of literature, which, within the framework of the limited number of hours allotted for the course and with the vastness of the covered chronology, is nothing more than a brief literary review, fulfills rather a general educational purpose and will not replace the analytical reading of the best examples of fiction and journalistic literature, introducing students of a foreign language to world cultural and moral values.
The study of a foreign language is seen as a synonym for the acquisition of certain skills, verbal skills, perhaps devoid of cultural significance in themselves, but providing access to national literature. National literature, in turn, can become the key to reaching universal cultural values, to joining the language learner to the community of educated citizens of the world, but no less to national values.
Learning a language can even serve narrow national interests, becoming a tool for assimilation or integration into a specific national community, into a certain sociolinguistic environment.
Since the 1970s and 1980s, the methodology of teaching foreign languages has focused on the so-called local links between language and culture. In textbooks and teaching aids for teachers, the sociocultural aspect of the language is enhanced.
A foreign language ceases to be the privilege of an educated elite. Its study now pursues a more democratic goal - the provision of communication in a specific sociolinguistic situation.³
The cultural component of learning a foreign language is represented in this case as a set of practical skills and concepts that are necessary and accepted in a particular socio-cultural environment, which are acquired and implemented through the language. Since training provides only a certain set of the most common situations (communication between friends and acquaintances, a seller and a buyer, work colleagues, situations in transport, etc.), the basis of situational communication is a universal lexical base, which many specialists continue to work on today in the field of teaching foreign languages. The main danger that awaits foreign language learners along this path is the assimilation of sociolinguistic stereotypes. And it can be avoided by understanding the role of the cultural approach in the formation of sociolinguistic competence and its consistent use in teaching foreign languages.