MINISTRY OF HIGHER EDUCATION, SCIENCE AND INNOVATION OF THE REPUBLIC OF UZBEKISTAN
NAVOIY STATE PEDAGOGICAL INSTITUTE
THE FACULTY OF THE ENGLISH LANGUAGES AND LITERATURE
THE DEPARTMENT OF THE ENGLISH LANGUAGE AND
LITERATURE.
Course paper
THEME:Developing intercultural communication skills of pupils.
SUBJECT: TEACHING METHODOLOGY AND EDUCATIONAL TECHNOLOGIES
RESEARCHER: Ravshanova I.____ (signature)
SCIENTIFIC ADVISER: Н.Х.АМОНЛИКОВА_______
The work is defended on “__” ________(date)
And is assessed at “___” scores
INTRODUCTION……………………………………………………….3_CHAPTER_I.'>Navoi – 2023
CONTENTS:
INTRODUCTION……………………………………………………….3
CHAPTER I.
Cultural knowledge. Intercultural communicative competence..6
An overview of the teaching of culture in L2/FL education……..17
CHAPTER II. PRACTICAL PART OF THE COURSE PAPER
2.1 Teacher‘s perceptions of language and culture teaching.………..21
2.2The teaching methodology of EFL classes……………………..41
Conclusion………………………………………………………………43
Reference………………………………………………………………..45
INTRODUCTION
One of the contributions of foreign language teaching to pupils‟ education is to introduce learners to and help them understand „otherness‟. Whether it be in linguistic or cultural terms, learners are confronted with the language of other people, their culture, their way of thinking and dealing with the world.
Byram‟s quotation interestes me, because it relates to the teaching of foreign languages, which is my chosen career. It also assists me by suggesting an approach to teaching my lessons, as well as what to teach in those lessons. The teaching of foreign languages, especially English teaching, requires teachers to pass on to students a linguistic knowledge of the English language (in terms of grammar, vocabulary, the phonetic system, etc.) as well as an understanding of the peoples who speak that language. In the quote, Byram uses the term “otherness” to imply people who speak different languages and possess different cultural backgrounds from the learners. It is important to conceptualise foreign language teaching as being a process of providing students with a means of communication and strategies for cross-cultural interactions in a globalised society. It is clear that communication is but one kind of activity conducted by humans in an attempt to understand each other. They distribute and exchange information about different worldviews through verbal or non-verbal languages (Negi, 2009). Verbal language can be understood to mean spoken and written language, while non-verbal language consists of symbols, gestures, behaviours, physical appearance, etc. In communication, people use language as the main tool to transmit messages or to share knowledge, attitudes and skills. However, it is not easy to capture what is being conveyed solely from language, even between people coming from the same cultural group. This is because of something that goes beyond language, which from my understanding is „cultural knowledge‟ about others. Only when humans acquire aspects of both language and culture can they interact in meaningful ways and communicate effectively.
Byram‟s intention is to focus on the goal of foreign language teaching, that is, to help students master the language and to understand the culture of that language. According to Byram, foreign language teaching is not only comprised of teaching a new language linguistically, but also teaching the culture of the target language, the people speaking that language and their diverse views about the world. He indicates that teachers must be aware of the different levels of teaching, in terms of teaching strategies, from strategies for introducing culture to those for understanding it. Foreign language teaching is inseparable from the teaching of culture.
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