Xorazm ma’mun akademiyasi axborotnomasi – /2020 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –11/3-2022__________ 
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as a sociolinguistic phenomenon is given, the technology for creating educational and 
methodological support in the formation of intercultural communication is designed. 
Key words: intercultural communication, intercultural methods, sociolinguistic phenomenon, 
teaching methods, functionality, impromptu. 
Foreign language learning and teaching are in high demand in our nation now because of the 
pressing necessity for such information in daily life. Of course, this affects the way that lessons are 
taught. The previously employed techniques now need to be completely updated and modernized 
because they are no longer useful. The rising demand for foreign language instruction, in turn, sets 
its own requirements. Grammatical principles and, to a greater extent, the history and theory of 
language itself are no longer of interest to anyone. Functionality is the first requirement for learning 
a foreign language in today's world. Instead of learning the language, they now want to really 
communicate with people from various cultures using it. 
In this context, it was required to fundamentally alter the way that foreign language education 
was perceived, giving linguistics and cross-cultural communication more consideration and 
importance. 
In the sense described above, informative dialogues regarding significant events in students' 
lives might be divided into many categories. Therefore, they can be classified as prepared (both in 
terms of content and language, or just in one, most typically meaningful) and unprepared (depending 
on the level and type of preparation) (impromptu). This separation is somewhat arbitrary because, 
insofar as students have previously learned the speaking abilities required for its conduct, any group 
conversation is conceivable. This viewpoint assumes that talks are always planned. The discussion of 
commonplace events may, however, be preceded by direct preparation; in this situation, we can speak 
of planned informative talks. 
Different supporters' representations suggest that dialogues can be distinguished by both their 
presence and their utter absence. Such talks can be largely dialogic or, on the other hand, be 
characterized by the preponderance of a monologic type of communication, depending on the precise 
weight of dialogic and monologic discourse. It should be noted, however, that using the 
aforementioned criteria does not result in a categorization of conversations into types or subtypes, but 
rather such variations of them that it is possible to trace the line of their complexity and development, 
i.e. the development of teaching intercultural communication, not only by study year but also within 
one year. 
The fact that dialogue and monologue are inseparably one entity does not negate the need to 
teach these communication techniques separately. However, since group, discussion is the most 
common and natural form of communication, the monologue should, in theory, have a preparation 
role before it. However, it would be incorrect to think of a group conversation as merely an exchange 
of monologues replacing one another for a number of reasons. These are the following: First, because 
each student's speaking time is drastically cut down when they make lengthy monologue declarations. 
However, since group discussion is the most common and natural form of communication, the 
monologue should, in theory, have a preparation role before it. However, it would be incorrect to 
think of a group conversation as merely an exchange of monologues replacing one another for a 
number of reasons. These are the following: First, because each student's speaking time is drastically 
cut down when they make lengthy monologue declarations. The first factor is the study environment, 
especially the number of hours studied per week. 
The highest form of dialogic communication in the classroom is group multi-topic conversation 
(polylogue), while single-pair, simultaneous-pair, and subgroup dialogues should have a lower 
priority when it comes to instructing oral speech. In fact, from the perspective of time expenditures, 
a pair dialogue in front of an audience is incredibly "unprofitable" because it always comes out as 
phony. Its main objective is to regulate the caliber of talks that are being created concurrently. 
Contrarily, simultaneous-pair dialogue is significantly more economical because it lengthens each 
student's speaking time, but it has the disadvantage that the teacher cannot adequately monitor how 
well the children talk. 

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