Ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages

Conclusion chapter II

Some writers at this time began to study the psychological motives of human behavior and study the complex mechanism of the human psyche based on the teachings of Sigmund Freud. In Lawrence's novel The White Peacock, the connection between the social environment and human consciousness is visible. Catherine Mansfield looked at her work somewhat differently - Freudianism did not overshadow the solution of important social problems in her works, although it left her interest in psychology. In Mansfield's stories, it is difficult to find plot amusement. The events in which her heroes are participants are insignificant and mundane. The writer's attention is riveted to the inner life of the characters, to human thoughts and feelings.

CONCLUSION
In conclusion, I would like to say that I hope my work would be useful for students in the process of teaching English and, perhaps, it would inspire other 3^rd year students to work on different books, which I listed in used literature, in other new directions, though in my opinion, the process of investigating this theme is interminable.
Culture must be fully incorporated as a vital component of language learning. Second language teachers should identify key cultural items in every aspect of the language that they teach. Student can be successful in speaking a second language only if cultural issues are an inherent part of the curriculum.
Culture and language learning are inseparable and culture is always embedded, integrated into language learning context. That is, FC teaching should move from passing information of target cultures to teaching the language in context, to give meanings to FL learners, and raise learners’ cultural awareness in the process of FL learning.
In this last chapter a summary of the results of the current study will be presented and finally there will be discussion of the possible implications of the present study and suggestions for further studies on the subject.
Also in foreign language learning it is useful to understand some points about other cultures. EFL teachers can teach cross-cultural communication, which includes adapting behavior, problem solving, getting to know individuals in order to understand a culture and understanding one’s own culture in order to understand other cultures.
The purpose of this article is to discuss the inseparable relation between culture and language and to purpose ways to implement instructional strategies for teaching second language through culture to enhance students’ linguistic comprehension. Cultural learning helps us to discover that there are a multitude
of ways of viewing the world. Understanding the relationship between culture and linguistics will help us to develop instructional strategies and pedagogies for teaching second languages. In the information driven world, language ability gradually becomes an essential skill. Culture in language learning is not an expendable skill. For achieving true linguistic comprehension, culture and language should be learned together. After all, the more cultural concepts we learn, the more language abilities we gain; the more language we gain, the more competitiveness we have.
From the mentioned points and discussion, it can be concluded that there is a very close relationship between language and culture in general, and a specific language and its culture in particular. That is, culture has a direct effect on language. In fact, the two issues are closely correlated and interrelated. Language is the symbolic presentation of a nation or a specific community. In other words, language is the symbolic presentation of a culture.