Education of the republic of uzbekistan termez state university

The purpose of the work is to identify the features of the co-study of language and culture in mastering a foreign language at the secondary level of education.

Tasks:

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  study and analyze the existing theoretical literature on the research topic;
  
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  consider the co-study of language and culture in mastering a foreign language;
  
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  to study the cultural approach in teaching a foreign language;
  
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  consider the methodological and didactic problems of organizing the co-study of language and culture in foreign language classes;
  
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  to analyze the teaching materials within the framework of the co-study of language and culture in mastering a foreign language at the secondary level of education;
  
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  to carry out experimental and practical work on the use of co-study of language and culture in mastering a foreign language at the secondary level of education.
  

The object of the study is the process of teaching a foreign language at the secondary level of education.
The subject of the research is the peculiarities of teaching a foreign language in the context of the co-study of language and culture.
Research methods used in the work: system -analytical, grouping of indicators for a general assessment of the proposed activities, graphic to illustrate the results of the study, tabular to systematize the indicators.

1. CO-STUDY OF LANGUAGE AND CULTURE IN MASTERING A FOREIGN LANGUAGE
In the 21st century, due to the increase in international contacts, special attention was paid to the study of not only the language, but also the national characteristics of the linguistic consciousness of communicants. The language of interpersonal communication becomes the language of culture - a high culture of social consciousness, a general culture of the individual, a culture of international cooperation, a culture of society as a whole. Language is the deepest all-determining structure in any national culture.
Under the new conditions, with a new formulation of the problem of teaching foreign languages, it became obvious that a radical increase in the level of teaching communication, communication between people of different nationalities can be achieved only with a clear understanding and real consideration of the sociocultural factor.
Foreign language education is considered as a bilingual education, which implies "interrelated and equivalent mastery of two languages (native and non-native) by students, mastering native and non-native / foreign-language culture, development of the student as a bilingual and bicultural (multicultural) personality and awareness of his bilingual and bicultural affiliation" [12, p. 12-16].
Learning a foreign language is a cognitive process, and this knowledge is acquired mainly verbally. Since the picture of the world and, accordingly, the structure of the student's consciousness are formed under the influence of the native language, it determines cognition in the process of learning a foreign language [48, p. 72-83].
The process of learning a foreign language can be represented as a process of co-learning languages and cultures. V.N. Komissarov concludes that "the whole complex of linguistic sciences can be considered as part of the global science of man - cultural studies" [21, p. 75-86].
It must be admitted that the inclusion in the textbook of texts about the sights of London, fragmentary information about representatives of literature and art, or facts from the history and geography of Great Britain can hardly be called the cultural development of the individual, since in this case students only receive knowledge in a foreign language. Within the framework of intercultural communication, it is much more often necessary to give foreigners information about their country, city, educational institution, i.e. convey information about their culture in a foreign language, which causes the greatest difficulties in productive speech, because this knowledge is associated with Russian speakers with Russian-speaking linguistic consciousness and often requires special efforts in selecting equivalents in a foreign language [50].
Somovadialogue S.V. in the work "Adaptation of foreign English courses to the needs of Russian-speaking students in the context of a dialogue between two cultures" raises the question of what should be the content of education in this model of mastering a foreign language. Many authors include a sociocultural component in the content of teaching a foreign language in order to form the sociocultural competence of students. This paper talks about the linguo-socio-cultural component, which includes the features of the picture of the world and the linguistic consciousness of speakers of a given language, reflected in the language itself. The linguo-socio-cultural content of education should become the property of the subject, i.e. to enter his picture of the world, creating the prerequisites for the formation of a bilingual personality. “The problem of determining the linguo-socio-cultural content of teaching a foreign language should be considered from the point of view of the picture of the world, the interaction of two contents of consciousness, two cultures, since the language reflects the content of consciousness and cultural characteristics of native speakers” [40].
Modern pedagogical research confirms that linguo-socio-cultural competence “is a person’s readiness to understand the culture of another nation, to have a positive attitude towards it, to comprehend its realities, morality, values and other components through the prism of one’s own culture, as well as to function in two different socio-cultural environments . using a foreign language…” [22].
It should be noted that in Russia and abroad, several theoretical models have been developed for co-studying the language of which and culture, reflecting their dialectical relationship, on the basis of which specific practical models are then built.
Consider the most famous of the existing theoretical models of the co-study of language and culture:

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  model of co-study of language and culture V.V. Safonova (1991, 1992, 1996, 2001, 2002). V.V. Safonova considers teaching a foreign language as a means of international communication in close connection with the study of a wide range of ethnic, social, religious, linguistic and other cultures of the countries of the studied languages. A foreign language is considered as a tool for the socio-cultural education of students. In his model, V.V. Safonova pays great attention to her native language. In her opinion, the use of the native language in foreign language lessons contributes to the formation of holistic ideas about the cultures being studied.²
  

The study of native culture is also included in the model of co-study of foreign languages and cultures by V.V. Safonova, since the co-study of native and foreign cultures makes it possible to expand the scope of the socio-cultural space of students, form their planetary thinking, helps students to realize themselves as cultural and historical subjects [35, p. 101-106];
- a model of co-study of language and culture by V.V. Vorobiev (1993, 1997). V. V. Vorobyov considers the language model as a carrier of cultural information, therefore, its study will contribute to the formation of the socio-cultural competence of students. The co-study of language and culture for the author of the model consists in the study of socio-culturally marked vocabulary, through which it is possible to comprehend the culture of the language being studied.
In his model, V.V. Vorobyov does not consider the possibility of using his native language and studying his native culture in foreign language lessons.
V.V. Vorobyov also does not raise the issue of variability and cultural diversity of the studied cultures [11, p. 107];

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  model of co-study of language and culture by V. P. Furmanova (1994).
  

V. P. Furmanova considers the co-study of language and culture as the sum of three aspects: cognitive, communicative and axiological. The cognitive aspect involves mastering the sum of systemic knowledge about cultural reality. At the same time, the author of the model proposes the study of culture on the basis of socio-culturally marked language vocabulary. The communicative aspect involves mastering the rules of verbal and non-verbal behavior in a foreign language social and cultural context, i.e., it is supposed to master culture through intercultural communication, taking into account the variability of communication context scenarios. The axiological aspect lies in the awareness of the system of traditions and values of another culture. In his model, V.P. Furmanova considers the study of native culture as an integral component of mastering the culture of the country of the language being studied in order to make students aware of themselves as cultural and historical subjects [47, p. 475];

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  the concept of co-study of language and culture P.V. Sysoeva (2005).
  

P.V. Sysoev offers a theoretical model for the formation of the personality of the subject of the dialogue of cultures by means of a foreign language, with the help of which he tries to solve some of the most pressing issues related to the co-study of language and culture. The model shows the transition of students from ethnocentrism to the model of dialogue of cultures through the direct study of a foreign language and foreign culture.
The model of forming the personality of the subject of the dialogue of cultures consists of three conditional components: the stages of mastering the culture of the country of the language being studied, cultural variability and factors influencing the formation of ideas about the culture of the country of the language being studied. The author identifies three stages of mastering another culture: ethnocentrism, cultural self-determination and a dialogue of cultures, while only the stage of cultural self-determination can become a realistic level of schooling, while the final stage of the model - the dialogue of cultures "should become the process and goal of the entire culture of the conscious life of every person" . Cultural variability implies familiarity with the variability and diversity of cultures of the studied communities and should be present at all stages and levels of language learning.
The factors influencing the formation of ideas about the culture of the country of the language being studied include: Dominant socio-political factors, factors of social socialization and individual factors [41, p. 28];

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  the concept of co-study of language and culture G.V. Elizarova (2001). It is implemented in the construction of a fundamentally new model of intercultural communication, based on which the interaction of participants in intercultural communication does not imitate the rules of communication adopted in the culture under study, but is built according to the rules of intercultural communication, which is different from communication in specific cultures and has common goals and features. The result of the model is the formation of a linguistic personality in the role of an intercultural communicator - a mediator of cultures. The author emphasizes that culturally-related teaching of a foreign language should not imitate and reproduce the learning that native speakers go through, but develop the existing cultural competence of students before turning it into intercultural competence. G.V. Elizarova considers intercultural competence as the ability to carry out intercultural communication by creating a common meaning for the communicants of what is happening and, as a result, achieving a result of communication that is positive for both parties.
  

"The purpose of the formation of intercultural competence is to achieve such a quality of a linguistic personality that will allow it to go beyond its own culture and acquire the qualities of a mediator of cultures without losing its own cultural identity." According to the author, the co-study of language and culture is better to start with the study of a foreign language, tracing the reflection of cultural values in it and accepting their right to exist. One's own cultural identity is much better manifested and realized through direct contact with another culture.

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  Co-study of language and culture G.V. Elizarova presents it as a set of interrelated and interdependent four components: language learning (English), ideas about language and speech (native (Russian) language), ideas about culture (native (Russian) culture), foreign language (American) culture. Moreover, the named components in the diagram presented by the author are arranged in a circle and connected by two-sided directed arrows, which indicates the possibility of various combinations in the sequence of using these components. The author emphasizes that in the co-study of languages and cultures, the principle of comparative study is very important, which contributes to the rejection of the comparison procedure [17, p. 371-380];
  
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  model of co-study of language and culture K. Kramsh (1993). The co-study of language and culture is realized through the relationship of the language and the context of its use. The context includes the culture of the text, the attitude of students to this text and the culture of the group of students in which the learning process takes place.
  

In this way, the integration of aspects of the language and types of speech activity based on the cultural context is supposed. K. Kramsh was the first to draw attention to the fact that there are differences between the real culture of the country of the language being studied and its image formed in the minds of students. She noted that understanding the culture of the country of the language being studied is due to the personal experience and individual characteristics of the students. Therefore, the process of co-study of language and culture, according to the author, should be presented in the form of "an interpersonal process of discussing the diversity of cultures, as well as an interdisciplinary study of the discussed cultural topics" [62]. This theoretical model was developed in the United States and has not found practical application due to the unwillingness of teachers and lecturers to switch to a student-centered approach to learning. Since the model is focused on a high level of language proficiency, the author does not consider the possibility of using the native language when teaching a foreign language, and the proposed model does not assume the use of information about the native culture;

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  model of co-study of language and culture by M. Bayram (1989). It became widespread in Europe at the end of the 20th century. M. Bayram considers the subject of perception of language and culture not an individual, but a group whose perception of culture depends on its subjective characteristics. The author identifies the following components of the model as: language learning (communicative learning), language awareness (sociolinguistic analysis and comparison of native and studied languages in the native language), cultural awareness (comparison of native and studied culture in the native language), cultural experience (teaching a foreign language with support to a foreign culture). The author has a positive attitude towards the use of the native language and information about the native culture in foreign language lessons. At the same time, M. Bayram believes that the full integration of the foreign language and culture of the country under study is possible only at the senior stage of education, and therefore, the native language in the early stages should only perform a compensatory function [59];
  
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  the concept of co-study of language and culture of the Bennets (1993). The co-study of language and culture was presented by the Bennets in the model of the formation of cultural sensitivity of students by means of a foreign language. The process of formation of sensitivity includes six successive stages of transition from ethnocentrism (denial, protection, minimization) to ethnorelativism (acceptance, adaptation, integration). The authors of the model showed that mastering the culture of the country of the language being studied and the formation of cultural sensitivity is the process of forming intercultural thinking.
  

In the learning process, the Bennets suggest using information about the native culture for a better understanding of the other, while the use of the native language in the learning process is not provided [58].
All the described theoretical models are attempts to resolve a number of issues related to the connection of language and culture in the process of teaching a foreign language. And although they have made and continue to make a significant contribution to the teaching of language and culture, the analysis of theoretical works in the field of linguodidactics, carried out by P.V. Sysoev showed that today there is still a whole list of complex issues in the process of teaching language and culture that require serious discussion and resolution:

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  at what level of teaching a foreign language should students begin to get acquainted with the culture of the country of the language being studied;
  
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  how it considers the selection of the thematic content of the content of the socio-cultural component of teaching a foreign language;
  
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  how to integrate culture into teaching aspects of language and types of speech activity;
  
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  whether information about the native country should be discussed in the lessons of foreign language;
  
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  whether the native language should be used when studying a foreign language and the culture of a foreign country.
  

Thus, the problem of the relationship between language and culture is of particular importance in the context of learning a foreign language, which is directly related to all intellectual and mental activity of a person, and therefore, in teaching, it is necessary to take into account the influence of a foreign language on the mind of the student, on his existing picture of the world. At the same time, not only the linguistic, but also the cognitive level of the student's consciousness is involved. Since language is not only a carrier of national-cultural information, but also an integral part of culture in all its manifestations, it should be studied as the content of the carrier's consciousness.