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

UDС 808.5 
SELECTION AND CLASSIFICATION OF SPEECH ETIQUETTE
Sh.M. Ahmadjanova, teacher, Tashkent State Technical University, Tashkent 
 
Аннотация. Мақолада ўрганилаётган тилларда нутқ этикети бирликларини ўқув 
материаллари матнларига миллий-маданий компонентларини саралаб ва классификациялаб 
киритиш таклиф килинган.
Калит сўзлар: нутқ этикети, миллий-маданий ўзига хосликлар, лингвомаданий материал, 
этник хусусиятлар. 

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –6(2)/2020
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Аннотация. В данной работе предложена систематизация и классификация единиц 
речевого этикета изучаемого языка, включение в учебный материал текстов с национально-
культурным компонентом. 
Ключевые слова: речевой этикет, национально-культурная специфика, лингво культурный 
материал, этнические особенности. 
Abstract. In this paper, we propose a systematization and classification of speech etiquette units 
of the studied language, including texts with a national-cultural component in the educational material.
Keywords: speech etiquette, national-cultural specificity, linguistic and cultural material, ethnic 
features. 
 
At the same time, we must admit that getting in touch with familiar and unfamiliar people, 
correctly applying the formulas of speech etiquette, skillfully finding words and intonation to Express 
emotions, feelings, and relationships to a person is a special art and requires special purposeful training.
Now the situation has changed. In our time, differences in culture, customs, and mores of different 
peoples are emphasized and specially studied. Thanks to this, people of different nationalities are more 
likely to eliminate cross-cultural barriers and understand each other adequately.
The modern lesson of a non-native language and country studies is aimed at the contrastive 
disclosure of a different culture, including every day one, and the vision of both others and their own 
culture is present in the lesson, and its significant part is made up of stereotypes. 
The national-cultural level of language proficiency involves the use of special language tools 
peculiar to the language being studied, that is, cultural material [1]. Cultural studies material is 
necessary for the formation and development of communicative competence that contributes to the 
adequate perception of the national-language picture of the world, the formation of background 
knowledge about the native speaker. 
The culture of communication, as we know, is manifested primarily in respect for another person, 
courtesy and goodwill, which are verbally expressed in speech etiquette. The study of methodological 
literature has led to the conclusion that there is no consensus on the criteria for selecting and organizing 
educational material. Some of them come “from the language system, others - from the conditions of 
communication, others from cognitive activity related to the culture of the country, etc” [2]. The 
comparison of national and cultural peculiarities of linguistic and cultural communities allows us to 
determine the most difficult facts and phenomena of reality to assimilate. 
All the realities reflected in the language clearly express the national-cultural component, since 
they are non-equivalent and characteristic only for this people. “The reality has an appropriate national 
or historical flavor. It is the color that makes a neutral” unadorned “lexical unit” national-colored” 
reality”. 
Lack of understanding of ethnic or national characteristics or their violation may lead to a 
violation in communication. Formation of a holistic view of the studied national-language “picture of 
the world” for students, it is possible only when they are displayed in the text material. 
According to E. I. Passov, in the history of the method, each new direction, first of all, put 
forward some principles. And this is understandable: it is the principles that determine how training 
takes place. The concept of “principle” is connected, first of all, with the concept of “law, regularity”. 
Since the formation of students' background knowledge requires the inclusion of Speech etiquette, 
when selecting language material with a national-cultural component, special attention was paid to the 
material with ethno-cultural realities focused on the production and reception of speech, and the material 
focused only on reception. 
According to the goals of training, students should get a large amount of knowledge about the 
national culture of the people of the language being studied (customs, traditions, holidays, norms of 
behavior, etc.), use active vocabulary with a national-cultural component, expressed in speech etiquette. 
Of course, knowledge of the language does not allow you to speak it. To start speaking, you must 
automatically perform speech operations, i.e. speech skills must be formed, but this is not enough, skills 
must be developed. 
The specifics of tasks for teaching students the speech etiquette of the studied language must be 
implemented in such a speech unit as a text. The text, which has a national-cultural component, 

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