Intercultural competence in teaching esl students…

CONCLUSION
Culture can be defined as the sum of a way of life, including expected behaviour, beliefs, values, language and living practices shared by members of a society. It consists of both explicit and implicit rules through which experience is interpreted. Intercultural competence is the ability to develop targeted knowledge, skills and attitudes that lead to visible behaviour and communication that are both effective and appropriate in intercultural interactions.
In the first chapter, we learn what intercultural competenc is, what kind of scientists experimented it and what sort of searches they did. In this part we discussed about notions of intercultural competence.Research shows that intercultural competence cannot be acquired in a short space of time or in one module. It is not anaturally occurring phenomenon but a lifelong process which needs to be addressed explicitly in learning and teachingand staff development. Critical reflection becomes a “powerful tool” on the journey towards achieving it.
In the second part, we conducted research on the stages of development of intercultural competence and its constituent elements. In doing so, we conducted several surveys among students, summarizing the methods used by a number of scholars and achieved good results, that is, they were introduced ti important aspects of intercultural competence in education
In summary, studying of these researches like Lee, Klyukanov, Porter and others conducted about IC, students, pupils and teachers shouldlearn a lot of books which are related to other countries’ culture and they would get a lot data. This activity is so effective and easy.
The aim of this study was to explore and reflect on a range of methods to foster intercultural competence in the classroom. The results of this study show that students appreciated the activities proposed. In particular, they benefited from the reflective nature of the practice as they were able to consider their pre-conceptions and enjoyed engaging in a lasting process of learning on interculturality.
A number of limitations need to be considered in this particular study. Firstly, the small number of students involved in the project.This is a limitation in terms of the quantitative aspect of the research. More positively, due to time constraints during the academic year, it can often be challenging to explore different methods of delivery and teaching strategies. The small number of students involved in the project greatly facilitated this. Secondly, the study has only covered one academic year, and due to the qualitative nature of the research, it is difficult to verify if the results would have been as positive with another or larger group of students.
Although the current study is based on a small sample of participants, the findings provide evidence from the students’ perspectives of the benefits of embedding practice that focusses on intercultural competence in the language class. This is evidenced in participant feedback where it is clear that they valued the exposure to the seven sets of culture-based activities proposed here. The acquisition of intercultural competence does not happen over the courseof one academic year. It is a lifelong process that requires further investigationin teaching and learning. The adoption of reflective practice may be a suitable method to work in the direction of intercultural competence acquisition.
Constituent elements of intercultural competence can be divided into such kind of categories knowledge, skills, attitudes and outcomes. They have following key subdivisions respectively:

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  Cultural self- awareness: articulating how one’s own culture has shaped one’s identity and world view;
  
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  Culture specific knowledge: analysing and explaining basic information about other cultures (history, values, politics, economics, communication styles, values, beliefs and practices);
  
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  Sociolinguistic awareness: acquiring basic local language skills, articulating differences in verbal/ non-verbal communication and adjusting one’s speech to accommodate nationals from other cultures;
  
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  Grasp of global issues and trends: explaining the meaning and implications of globalization and relating local issues to global forces;
  
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  Listening, observing, evaluating: using patience and perseverance to identify and minimize ethnocentrism,seek out cultural clues and meaning;
  
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  Analysing, interpreting and relating: seeking out linkages, causality and relationships using comparative techniques of analysis;
  
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  Critical thinking: viewing and interpreting the world from other cultures’ point of view and identifying one’s own
  
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  Respect: seeking out other cultures’ attributes; value cultural diversity; thinking comparatively and without prejudice about cultural differences;
  
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  Openness: suspending criticism of other cultures; investing in collecting “evidence” of cultural difference; being disposed to be proven wrong;
  
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  Curiosity: seeking out intercultural interactions, viewing difference as a learning opportunity, being aware of one’s own ignorance;
  
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  Discovery: tolerating ambiguity and viewing it as a positive experience; willingness to move beyond one’s comfort zone;
  

The above knowledge, skills and attitudes lead to internal outcomes which refer to an individual who learns to beflexible, adaptable, empatheticand adopts an ethno-relative perspective.
These qualities are reflected in external outcomes which refer to the observable behaviour and communication styles ofthe individual. They are the visible evidence that the individual is, or is learning to be, interculturally competent.


REZYUME


Madaniyat jamiyat a’zolari tomonidan qabul qilingan xulq-atvor, e'tiqodlar, qadriyatlar, til va turmush tarzini o'z ichiga olgan hayot tarzining yig'indisi sifatida ko’rish mumkin. Bu tajriba aniq va yashirin qoidalardan iborat. Madaniyatlararo kompetentsiya - bu madaniyatlararo o’zaro munosabatda samarali va mos xulq-atvor, aloqani ko’rsatigan keng bilim, mahorat va munosabat rivojlantiruvchi qobilyatdir.
Birinchi qismda biz madaniyatlararo kompetentsiya nima ekanligi, uni o’rganga olimlar, qilingan tajribalar va ko’nikmalarni o’rgandik. Bu qismda biz madaniyatlararo kompetentsiya muhim ahamiyatliligi haqida fikr yuritdik.
Ikkinchi qismda madaniyatlararo kompetentsiyaning rivojlanish bosqichlari va uni hosil qiluvchi elementlari haqida tadqiqot olib bordik. Bunda biz bir qator olimlar foydalangan uslublarni jamlagan holda bir necha mashg’ilotlar qildik talabalar o’rtasida va yaxshi natijalarga ega bo’ldik, ya’ni, ular madaniyatlararo kompetentsiya talim uchun ahamiyatli tomonlari bila tanishtirildi.
Xulosa qilib aytganimizda, Lee, Klukanov, Porter va shu kabi tadqiqotchilarni ishlarini o’rgangan holda, talabalar, o’quvchilar va o’qituvchilar asosan boshqa mamlakatlar madaniyati va urf-odatiga oid kitoblar o’qib, ularni sahna ko’rinishi qilib qo’yib o’rganishsa ancha malumotlarga ega bo’ladi degan fikrga keldik. Bu usul juda samarali va oson hisoblanadi.
Tadqiqotlar shuni ko'rsatadiki, madaniyatlararo kompetentsiyani qisqa vaqt ichida egallab bo'lmaydi. Bu tabiiy ravishda yuzaga keladigan hodisa emas, balki o'rganish va o'qitish va kadrlar malakasini oshirishda aniq hal qilinishi kerak bo'lgan uzoq muddat davom etadigan jarayondir.
Ushbu tadqiqotning maqsadi madaniyatlararo kompetentsiyaning bir qator usullarini o'rganish va aks ettirish edi. Ushbu tadqiqot natijalari shuni ko'rsatadiki, talabalar taklif qilingan ishlarni yuqori baholashdi. Xususan, ular amaliyotda o'zlarining kontseptsiyalarini ko'rib chiqa oldilar va madaniyatlararo uzoq muddatli ta'lim jarayonida qatnashishdan zavqlanishdi.
Madaniyatlararokompetentsiyaningtarkibiyelementlarinibilim, ko’nikma, munosabatvanatijalarnikabiqismlargabo’lishmumkin. Ulardaquyidagiasosiybo’linmalarmavjud:
Madaniyo’z-o’zinianglash: o’zmadaniyatishaxsnivadunyoqarashniqandayshakllantirganliginibayonqilish;
Madaniyatgaxosbilimlar: boshqamadaniyatlar (tarix, qadriyatlar, siyosat, iqtisodiyot, aloqauslublari, qadriyatlar, e’tiqodvaamallar) haqidagiasosiyma’lumotlarnitahlilqilishvatushuntirish;
Sotsiolingvistikxabardorlik: asosiymahalliytilko’nikmalariniegallash, og’zaki / og’zakibo’lmaganmuloqotdagifarqlarnibayonqilishvao’znutqinixorijdankelganfuqarolarniqabulqilishuchunsozlash;
Globalmuammolarvatendentsiyalarnitushunish: globallashuvningmazmunivaoqibatlarinitushuntirishvamahalliymuammolarniglobalkuchlarbilanbog’lash;
Tinglash, kuzatish, baholash: sabr-toqatvaqat’iyatbilanetnotsentrizmnianiqlashvaminimallashtirish, madaniymazmunvama’nolarniizlash;
Tahlilqilish, izohlashvabog’lash: taqqoslashtahlilusullariyordamidaaloqalarni, sabablarnivamunosabatlarniizlash;
Tanqidiyfikrlash: dunyoniboshqamadaniyatlarnuqtainazaridanko’rishvatalqinqilishvao’zliginianglash;
Hurmat: boshqamadaniyatlarbilantanishish; madaniyxilma-xillikniqadrlash; madaniyfarqlarnitaqqoslabvato’g’riqabulqilishkerak;
Ochiqlik: boshqamadaniyatlarnitanqidqilishnito’xtatish; madaniyfarqning “dalillarini” to’plashgaharakatqilish;
Qiziqish: madaniyatlararoo’zaromunosabatlarniizlash, farqnio’rganishimkoniyatisifatidako’rish;
Kashfiyot: noaniqlikkatoqatqilishvaungaijobiyqarash;
Ushbufazilatlartashqixulq-atvordaaksetadi, ularshaxsningkuzatiladiganxulq-atvorivamuomalauslublarigaishoraqiladi. Ularshaxsningmadaniyatlararovakolatliekanligiyokiunio’rganishnio’rganayotganininganiqdalilidir.