Development of socio-cultural competence in students of general education school (example of english language) Scientific supervisor: Djumayeva S. A

DEVELOPMENT OF SOCIO-CULTURAL COMPETENCE IN STUDENTS OF GENERAL EDUCATION SCHOOL (EXAMPLE OF ENGLISH LANGUAGE)
Scientific supervisor: Djumayeva S.A.
Associate Professor of the Department of General Pedagogy, TDPU named after Nizomi, Ph.D
Akhmedova Mavludaxon is the daughter of Akhrorjan
Theory and history of pedagogy, 1st year graduate master degree

Annotation: In this article, the main focus is on identifying the components of the national-cultural approach in teaching English and showing how it is formed during the teaching of English stylistics. The national-cultural approach is considered as a component of "Socio-cultural competence" and the scope of research in this regard has expanded. However, each author approaches this concept from his own point of view. This, in turn, creates the ground for different interpretations, which leads to the introduction of effective approaches and methods for the formation of socio-cultural competence at different stages of linguistic and professional-pedagogical education at a single logical level.
Key words: English language, competence, approach, national-cultural, socio-cultural, philological students, stylistics, functional style.
Language not only reflects reality, but also analyzes it and at the same time creates a separate environment (reality) in which a person lives. Therefore, linguistics, a science of language, has a methodological place in the system of any humanistic science, and it is impossible to study culture without its help.
The problem of raising the cultural level of young people through familiarization with the culture of a foreign language is of particular importance at the moment. It is impossible to learn foreign languages and use them as a means of international communication without having a deep and comprehensive knowledge of the culture of the speakers. Only the combination of these two knowledges - language and culture - can ensure effective and efficient communication. The idea of the necessity of cultural enlightenment through foreign language means is gradually gaining an "axiomatic" [1] meaning.
The modern interpretation of the principle of cultural compatibility is in great demand when considering problems related to teaching foreign languages. The fact that culture permeates the process of teaching communication in a foreign language is not new. In addition, it is so firmly established in the science of teaching a foreign language that it has become its truly indispensable attribute: today, no one denies the importance of teaching language and culture through language. The idea of penetration into the methodology, ideology and technology of teaching a foreign language is a part of the general culture of humanity, which is acquired by the student in the process of teaching a communicative foreign language in the aspects of knowledge acquisition, development, upbringing and learning. E.I., which provides culture to z. It reached its highest level in Passov's theory. The author
writes that "everything acquired by the student in terms of knowledge acquisition, development, educational and learning aspects is combined in the foreign language culture in the structure of foreign language teaching" [2]. The educational strategy according to this national-cultural point of view:
- culture is imbued with the "soul" and implies a cultural dominant in the "language-culture" relationship; It is based on the postulate that "human activity, his interaction with the world implies the possession of the unity of "language and culture" [3]; confirms the "potential interdependence of language, culture, individuality and activity" [4]; it proves that entering the world of a foreign language culture can contribute to the development of the student's personality as a subject of his own culture [5].
Culturally appropriate approaches help to implement the idea of ​​teaching language and culture in the field of linguodidactics. In the theory of foreign language teaching, they are not few, and their number is growing so fast that differentiation and "taxonomic classification of approaches, identification of criteria for their differentiation, common feature" [6] (in this way, apparently, culturally appropriate ones should be culture as the main character of the approach that belongs to the number) and it is time to distinguish a certain distinguishing mark.
It is impossible to learn a foreign language without studying the country's culture. If we compare two national cultures, we can come to the conclusion that they are never completely compatible. This is due to the fact that each is composed of national and international elements. The sum of these elements varies from culture to culture.
It is very important that the involvement of cultural materials dramatically increases the motivation to learn, because learning without motivation is ineffective [5]. In this regard, a number of questions arise that need to be resolved: learning about the culture of the foreign language being studied realistically in the conditions of educational communication; what are the requirements for the cultural content of foreign language curricula and educational literature; what should be understood by foreign language culture as an integral part of modern foreign language education.
Taking into account the national-cultural approach as an important pedagogical condition for the achievement of goals in the process of teaching a foreign language, it is necessary to determine whether students have a positive motivation to learn a language, which can be provided by many factors and methods, and not only students, but mainly depends on the teacher's creativity and pedagogical skills.
Language teaching in Uzbekistan has its own characteristics - it is based on inculcating the national ideology, spiritual and moral values formed with the help of centuries-old history, traditions and customs. Naturally, in the teaching of foreign languages, the communication between languages, and at the same time, the cultures presented through them, the penetration of foreign ideas into the information and education field of the growing youth is inevitable.