Intercultural approach prepeared by teacher



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INTERCULTURAL APPROACH222
INTERCULTURAL APPROACH222, Dastur, Untitled presentation, 10 МАВЗУ МИЛЛИЙ ИҚТИСОДИЁТ ВА УНИНГ МАКРОИҚТИСОДИЙ ЎЛЧАМЛАРИ ЯЛПИ, Политология маруза, globallashuv jarayoniga axborotlashtirish (Lotincha), 1R7meULBN3DxwqeE0KyoWt0a2y4aQKlZRXwW0qWw (2), Muhammad al-xorazmiy nomidagi toshkent axborot texnologiyalari u, Termiz davlat universiteti kimyo va texnologiya fakulteti-fayllar.org, shirin, Saodatjon, Quromboyeva zilola kurs ishi ximoya, Abdullayev Murodbek kurs ishi ximoyasi

Nowadays, it is a widely known fact that teaching and learning a foreign language cannot be reduced to the direct teaching of linguistic skills like phonology, morphology, vocabulary, and syntax. The contemporary models of communicative competence show that there is much more to learning a language, and they include the vital component of cultural knowledge and awareness (Bachman 1990; Council of Europe 2001). In other words, to learn a language well usually requires knowing something about the culture of that language. Communication that lacks appropriate cultural content often results in humorous incidents, or worse, is the source of serious miscommunication and misunderstanding. According to Kramsch (1993, 1), culture “is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them.”

  • Nowadays, it is a widely known fact that teaching and learning a foreign language cannot be reduced to the direct teaching of linguistic skills like phonology, morphology, vocabulary, and syntax. The contemporary models of communicative competence show that there is much more to learning a language, and they include the vital component of cultural knowledge and awareness (Bachman 1990; Council of Europe 2001). In other words, to learn a language well usually requires knowing something about the culture of that language. Communication that lacks appropriate cultural content often results in humorous incidents, or worse, is the source of serious miscommunication and misunderstanding. According to Kramsch (1993, 1), culture “is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them.”

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