Филологические науки Kodirova Muqaddas Tog’ayevna, Chorshanbiyeva Sevara Aliqulovna

Types of speech etiquette
Examples
Greeting	How do you do?
Addressing forms	Mr. Brown; Mrs. Smith
Introduction	Let me introduce myself
Starting a conversation	Have you ever been here before?
Apologizing	I apologize for…
Forgiving	Oh, that’s all right, don’t worry.
Requesting	Would you open the window, please?
Agreeing	That’s quite right
Refusing	I’m afraid I can’t.
Attracting	Listen, every one!; Ladies and Gentlemen!
Hesitating	Actually, …; I’m sure…
Preventing	And another thing …
Interruptions	There are two points I’d like to make…
Concluding	It’s been very interesting talking to you.
Offering	Would you like..?
Thanking	Thanks a lot; Thank you very much
Permission	Do you mind if I…?
Asking for opinion	What are your views on…?
Giving opinion	I feel quite sure that

The aim and reason of teaching and learning speech etiquette in the foreign language classrooms is to be able to communicate with representatives of other cultures. This requires that one follows the different forms of speech etiquette very well. Regular use of etiquette in a speech is considered to be an appropriate behaviour. However, irregular use of speech etiquette is taken as a desire to offend or insult, or as bad manners.

When teaching English in Uzbek classes, we can meet some problems, which belonged to the speech etiquette. For example, Uzbek teachers greet with students by saying “Assalomu alaykum”, but this greeting can be suitable for some English forms such as “Good morning”, “Good afternoon”, “Good evening” which reflect certain time. Uzbeks do not match their greeting for the parts of day. Another example, Addressing to one another differentiate. English people like addressing as Mr (Mister), Mrs (Mistress), Miss, Sir, but Uzbek people prefer using kinship terms as X aka, X opa, X uka. And Uzbek people address to elderly with the pronoun “siz” and to young or close people with “sen”, but English use only one form “you” (T/V system – called after the French Tu and Vous) [5, c.11].

Given as examples above, the introduction of speech etiquette should be done in the first language class. However, as students expand their knowledge of cultures and traditions through language learning, they continually discover perspectives (traditional ideas and attitudes), practices (patterns of behaviour– rites, forms of discourse etc.) and products that are similar and different from their own culture and traditions. The linguistic expressions in verbal interaction of both teachers and students are addressing, thanking, apologizing, encouraging, and leave taking. In the classroom interaction, the social distance created by age difference and institutional setting is still strong.

So, speech etiquette is the basis of intellectual speech, aimed at respectful, tolerant contact, respectful speech manner, and, in general, – at spiritual growth of nation, which is vitally important for today’s teenagers.