Tili va adabiyoti universiteti

Foydalanilgan adabiyotlar: 
1.
Karimov I.A. Yuksak ma’naviyat – yengilmas kuch. -Toshkent, 1997. 
2.
Mirziyoyev Sh.M. Oʻzbekiston Respublikasi Prezidenti Sh. Mirziyoyev oʻzbek 
tiliga davlat tili maqomi berilganining 30 yilligiga bagʻishlangan tantanali marosimdagi nutqi. – 
Toshkent, 2019. 
3.
Oʻzbekiston Respublikasi Konstitutsiyasi. – Toshkent, 1992. 
4.
Oʻzbekiston Respublikasining Qonuni “Davlat tili haqida” (yangi tahriri) -
Toshkent, 1995. 
5.
“Oʻzbekiston Respublikasining Ma’muriy javobgarlik toʻgʻrisida”gi kodeksi, -
Toshkent, 1994. 
The role of intercultural communication in study foreign languages 
 
Bazarov Bunyod

 
 
Annotation: 
At the present stage of development of linguistic science, the close 
relationship between the teaching of foreign languages and intercultural communication is quite 
obvious and does not cause any objections. Each lesson of a foreign language must be built at 
the intersection of cultures, for the vocabulary (and not only the vocabulary, but also grammar) 
reflects the foreign world and foreign culture. Each lexical unit is a view of the world, 
conditioned by national consciousness.
Key words:
competent, communication appear, intercultural, sociocultural factor, 
communication skills. 
 
Thus, the new time, new conditions require a radical revision of both the general 
methodology and the specific methods and techniques of teaching foreign languages. This is 
caused by the demand of time, namely, with the Republic of Uzbekistan choosing its own path of 
economic and social development, which entailed the training of knowledgeable, professionally 
competent specialists who are fluent in foreign languages. This task meets the spirit of the times, 

senior teacher, JizPI 

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because for the integration of the Republic of Uzbekistan into the world community, the 
strengthening of its position and authority in the world, the country needs personnel with perfect 
knowledge of foreign languages. There was a need to study foreign languages from the point of 
view of a functional approach to language material, taking into account the principle of 
interdisciplinary and integrity. It is this fact that poses new problems in the theory and practice of 
teaching foreign languages, because completely new goals of communication appear that will be 
used in different areas of society as a means of real communication with people of other 
countries.
Numerous works, both by linguists and specialists in the methodology of teaching foreign 
languages, testify to the increased interest in this problem. The solution to this applied problem is 
possible only on a fundamental theoretical basis with both theoretical and experimental research. 
Analyses The main points that currently occupy the minds of scientists and, accordingly, require 
an urgent solution, are, in our opinion, the following problems:
1. Application of the results of theoretical studies in philology to the practice of teaching 
foreign languages;
2. Theoretical comprehension and generalization of the vast practical experience of 
foreign language teachers in order to select the best that has been tested by teaching practice; 
Teaching a foreign language based on the development of communication skills, the 
consequence of which is the need to develop new teaching methods aimed at developing all four 
types of language skills, namely Reading, Writing, Speaking, Listening;
3. The study of foreign languages on the basis of a functional or onomasiological 
approach to language material.
The solution to the question of coordination of linguistic and methodological research in 
modern science of language is recognized as one of the most important and difficult for the 
formation of intercultural communication among students. A cultural phenomenon, as an 
organization of human knowledge and experience, has not yet been widely disseminated in 
Uzbek linguistic science. And the development of the problem of sociocultural conditioning of 
the language is in its infancy. The study of foreign languages and culture provides for a 
comparative communicatively-oriented costudy of a foreign language and foreign language 
culture, as features of language and culture are revealed when comparing, with a comparative 
study of languages and, moreover, cultures. Therefore, learning active language skills is possible 
only from the position of knowledge of at least two languages and two cultures that cannot be 
seen from the position of one language. A foreign language teacher must be equally proficient in 
both cultures. From this point of view, it should be emphasized that a sufficiently high level of 
intercultural competence of a teacher of a foreign language is required during training. In 
general, this approach is new and its implementation currently presents certain difficulties, since 
the methodologists still do not have a solid foundation for this.
In linguistic science based on the material of most languages, including English and 
Uzbek, cultural phenomena from the point of view of comparison are not yet sufficiently studied. 
All this leads to the fact that in communication, as well as when translating from a foreign 
language into a native language, errors are observed in the form of violations of ethical standards 
accepted in the culture of one or another people, which turn out to be misunderstandings, 
conflicts, etc. As an example, we can compare the use of personal pronouns of 2 persons in 
English and Uzbek. In the Uzbek language, two options are used for appeal: