Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
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contributes to the development of communication skills, contains an educational aspect that forms the 
general culture of students. 
When teaching students a dialogue or polylogue, it is necessary to acquaint them with the entire 
situation, which is also an element of the text, and train their speech by setting the situation. 
Speech etiquette performs a special sign function, which always causes the reaction of the 
interlocutor. The response can be expressed as a response, gesture, or facial expression. This creates 
psychological comfort or discomfort of communication. If someone did not pay proper attention to the 
interlocutor, did not respond to his greeting, it can spoil the mood. Finding out the features of speech 
culture in the studied language in students will allow students to form other “non-verbal” means of 
expression in addition to “verbal” means of communication: tone, gestures, facial expressions. 
It is impossible to prevent and eliminate the interfering influence of the communicative 
competence available to second-language learners without a preliminary comparison and analysis of the 
native and studied culture, which allows describing coincidences and discrepancies, and recording a 
variety of purely national phenomena. 
The use of interactive teaching methods is relevant in modern teaching methods. But this does not 
mean that language teachers should give up everything they have accumulated over many years. The 
innovative activity of the teacher is designed to search for new interactive teaching methods. 
Research on innovative pedagogy appeared in the mid-60s in Western Europe and the United 
States. In them, innovative activity is considered as the dissemination of advanced teaching experience. 
In the light of modern linguodidactic and methodological views of scientists, the goal of teaching 
non-native languages is interpreted as the development of students ' ability to cross-cultural 
communication, i.e. to an adequate understanding of two participants in a communication act belonging 
to different national cultures.
In the new conditions, contact between teachers and students is becoming one of the most 
effective ways to achieve educational goals. 
The main methods of interactive methods are learning a language in a community, learning in 
collaboration. One of them is to conduct role-playing games, interviews, brainstorming, exchange of 
opinions, etc. 
Conclusion, in order for students to develop the ability to communicate in a second language, they 
must have a common culture of communication, the ability to choose in relation to each of the 
interlocutors a method of communication that would not differ from the rules of speech communication 
and at the same time would best meet the individual characteristics of those with whom they have to 
communicate. 
REFERENCES: 
1. Karimov I. A. National program for personnel training: influence on the development of society: University, 
1999, -P. 103. 
2. Actual problems of speech culture. // Edited By V. G. Kostomarov and L. I. Skovrtsova. - Moscow: Nauka, 
1970. –P.39. 
3. Kamalova M. N. Learning the Uzbek speech etiquette Russian-speaking students of academic lyceums. Dis. 
cand. ped. Sciences. -Tashkent, 2006. -P. 178.