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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:
Do'stlaringiz bilan baham: