Course work theme: The problems of the imperative mood Submitted by: 4th year student: Abdukhalilova Ma’murakhan Abdullajon kizi Scientific by: Makhmudjonova Khilola Kokand 2022 contents introduction

THE MINISTRY OF PUBLIC HIGHER AND SECONDARY
SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN
KOKAND STATE PEDAGOGICAL INSTITUTE
NAMED AFTER MUKIMI

FACULTY OF FOREGIN LANGUAGES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

COURSE WORK

Theme: The problems of the imperative mood

Submitted by:

4^th year student: Abdukhalilova Ma’murakhan Abdullajon kizi
Scientific by:
Makhmudjonova Khilola
Kokand - 2022
CONTENTS
INTRODUCTION........................................................................................3-4
I. Chapter1 Mood in English…..…………………………………………5-22
1.1 Mood in Grammar....................................................................................5-8
1.2 Grammatical mood……………………………………………..……...9-19
1.3 Why should we care about mood..........................................................20-22
II. Chapter2 The problems of imperative mood……………………….23-32
2.1 Major and minor moods………………………………………………23-26
2.2 The structural and interpretation of imperatives………..…….………27-31
2.3 The problems of imperative mood……………………………………….32
III. Conclusion…………………………………………………………..33-34
IV. GLOSSARY……..……………….…………………………………35-36
V. List of used literature.….…………………………………………...37-41




INTRODUCTION
The purpose of leaning a foreign language is to learn to communicate in the target language, to learn the customs and traditions of the speech community, and to promote one’s study and work. The communicative competence is acquired through the socialization of the speaker. A person, from an ignorant individual to a social member, must learn the knowledge, skill and conversation so as to adjust himself to the society and qualify himself as a social member. This process is known as the socialization of a man and it goes throughout a man’s life. This holds true not only to one’s native language but also to his learning a foreign language in that language, as a social product, fully embodies the culture of its speech community and is closely related to the culture of the speck community¹.
Intercultural communicating means communicating among people come from many and various cultures face to face. For foreign language educators, to develop the learner’s intercultural communication competence is to know how to teach foreign culture. Culture teaching in foreign language teaching is a question counted by language teachers throughout all universities and colleges in the world².
Culture may be defined as a social heredity transmitted from one generation to another generation with the accumulation of individual experiences, or a mode of activities differentiating people of one society from another society. Culture cannot be a biological phenomenon but a learned pattern of social behaviour to be followed. It is a wonderful and unique phenomenon of human society with colourful diversity always changing its patterns which is the largest beauty of human society.
Culture from beliefs, conveys ideas, and shares knowledge on customs and values. All of these characteristics are communicated through language which is an integral part of culture.
There have been popular speculations regarding the relationship of language with culture and thought. An American anthropologist, Sapir, argues that culture and thought are language dependent on account of conveying the implicit meaning and inherited patterns of life. The acquired knowledge on such patterns revels ones identity through the ways of thinking, feeling, acting, and behaving in a cultural context. Moreover, the cultural context determines the way people interact and make perceptions regarding any situation or the object of life. Thus, the existence of language into culture serves the means of communication among the individuals of a society.
Research in the field of English Language Teaching has significantly contributed valuable insight on the integration of cultural awareness into English language teaching programmes. A range of cultural teaching strategies offer interactive classroom activities to non- native learners for practicing language as a communicative process. These activities also enhance cultural behaviour and attitude of learners as per the patterns of communicating the target language in context. Therefore, teachers need to be competent in cross- cultural communication before its application in classroom context.
In conclusion, teaching English as a foreign language, this assignment study discusses problems faced by learners in developing competence in intercultural communication.