Zernegul Uteshova is a PhD., Associate professor, and EFL teacher at the Department of the English language and literature, Karakalpak state university named after Berdakh. She is interested in Pedagogy, Linguistics and Comparative Linguistics. She has written more than 30 research articles in the republican scientific journals, theses in international and republican conferences. She is the author of 3 methodological manuals, 3 textbooks. Current professional interests are speech etiquette, cultural linguistics and methodology of teaching EFL. E-mail: uzerne@list.ru

Zoya Sarsenbaeva is a PhD candidate at Nukus state pedagogical institute named after Ajiniyaz, and EFL teacher. She is a member of the Republican Council of Young Scientists. She is interested in Linguodidactics, Pedagogy, Contrastive Linguistics, Methodology of teaching EFL. She has published more than 45 theses, articles in republican, international journals and conferences. She is the author of 5 methodological manuals, 2 textbooks. Her research interests revolve around comparative study of the English and Karakalpak languages, linguocultural competence, cross-cultural study, modern pedagogy and authentic methods for teaching EFL. E-mail: zoe.sarsenbaeva@list.ru

 

Abstract

The article deals with the importance and principles of teaching speech etiquette to Karakalpak students using the linguocultural approach. The paper describes the way to achieve the goal and overcome the discrepancy between traditional methods and forms of education and new social needs, states that it is necessary to develop a special methodology in which students would be involved in the learning process itself and, in the course of direct and indirect mastery of language and culture. Also, the authors assume that in the learning process, students should accumulate knowledge about the world (both factual and background) and be able to model them in communication. In this article, researchers who studied this problem and their works have been analyzed.

             

Introduction

Within the framework of socio-cultural and intercultural learning, Foreign Language in foreign literature in all types of educational institutions, a special role is assigned to regionality as a prerequisite for promoting innovative education. We find in I.A. Kachanova an explanation of the term “regionality”, which is a connecting link that unites experience, knowledge of the characteristics of their region [6]. At the same time, regional education system should take into account the traditions, peculiarities, mentality of the population living in the territory of this region, the idea of ​​developing a culture and economy typical for them. Thus, the interconnection of national and regional requirements for the goals and content of education is carried out. General scientific knowledge given in the federal basic component is supplemented with specific knowledge about the region, which creates conditions for the development of the individual, taking into account the local environment and the achievement of common educational and educational goals of training. A.P. Kuznetsova sees the national-regional component of the content of teaching English to students of the Amur Territory in the socio-cultural competence [7]. The formation of socio-cultural competence within this framework makes it possible to ensure the “dialogue of cultures” at the planetary level. Also, doctoral student offers an integrated course on a project basis. I.S. Solovyeva is developing a model for the formation of intercultural competence in Foreign Language based also on design-model teaching, taking into account the principle of regionality of Yakut students [11]. We agree with N.A. Godunova that the regional approach to teaching “brings foreign language communication closer to the personal experience of students, allows them to operate in an educational conversation with the facts and information that they encounter in everyday life, in conditions of being in their native culture” [5].

However, at the same time, it is the content of the cultural component of the target language (foreign cultural content) that contributes to the understanding of the social conventions of the studied culture [3]. In this study, we do not mean the regionalization of the education system, but regionalism acts as a principle, the consideration of which determines the methodology for selecting and organizing work with speech etiquette in English lessons in the Karakalpak audience.  

 

Methodology

Furthermore, we also proceed from the statements of G.T. Makhkamova, that “the most important and characteristic features of the culture of the country of the target language, as well as linguistic norms, should be taught in parallel with their native culture, since any culturological information is presented in comparison with the peculiarities of the native culture” [9]. We believe that only the student who knows and loves his national culture can correlate his own culture with the culture of the people of the studied language. And the Karakalpak national language, as “a very specific element of the cultural life of the people, clearly reveals these features” and has its own history, reflected in the works of the Karakalpak thinkers: Asan qayg’i, Dospanbet jiraw, Berdakh. But, at the same time, “The culture of a state is a combination of the cultures of its regions as a whole” writes G.V. Sorokovykh [10], and regional culture is associated with the specifics of nature and society, as well as with other cultures (Uzbeks, Russians) inhabiting the Republic of Karakalpakstan. Knowledge about their culture while mastering a foreign language culture will allow students to compare and contrast it with more global manifestations of a foreign language culture, which contributes to the expansion of background knowledge and at the same time the development of their identity. According to C. Alptekin, the study of foreign language is always accompanied by inculturation, during which a new framework of reference and worldview is mastered [1]. By inculturation, the author understands the entry into culture.

Also, we should note that the minimum of Speech Etiquette of the English language for teaching in a Russian school was selected by L.I. Thyssen in accordance with the communicative tasks identified [12]. However, expanding its provisions, we select the communicative minimum for Karakalpak students on the basis of the following general methodological and special (private) selection principles:

1. The principle of functionality and functional-situational conditioning. The principle of functionality was that the language material is selected taking into account the content of the utterance and on the basis of speech models in a contextual environment, so that students can master the form, linguistic meaning and cultural meaning in their unity. The principle of functionality was also based on the principle of taking into account linguistic (form, semantics and cultural meaning, functions) and extralinguistic factors (kinesics, social roles and relationships, the category of politeness). The principle of functional-situational conditioning assumed the correlation of etiquette material with communicative situations of communication presented in the program. We have selected the Speech Etiquette according to their delineation according to the etiquette function that they were able to perform in certain situations. We took into account the situational conditioning in the official and unofficial spheres of communication (various registers of communication - senior-junior, status, close relationships). Ignoring the consideration of the place of the Speech Etiquette in an official and unofficial setting can lead to inadequate use of the Speech Etiquette formulas, as well as the lack of expression of the Speech Etiquette (verbal and non-verbal) in specific situations;

2. The principle of frequency and prevalence in speech of native speakers. To implement speech intention, we took into account how often situational / functionally demarcated Speech Etiquette are used and disseminated;

3. The principle of conformity and availability of etiquette material to the contingent of adolescent trainees. We proceeded from the social and personal needs of adolescent students;

4. The general didactic principle of regionality defines and supplements the methodological principle of taking into account the interference difficulties of the native language and culture in situations of “dialogue of cultures”. It consists in the fact that the selection of educational material took into account the interference difficulties identified by us in the process of comparative-pragmatic analysis. The principle of regionality also complements the previously known principle of taking into account the native language by the fact that the teaching should also take into account the native culture of the learners. In addition, at the stage of acquaintance with the Speech Etiquette and at the stage of automation in order to form a bilingual consciousness, it is necessary to correlate two linguistic pictures (of the English-speaking and Karakalpak people) and the systems of the English and native Karakalpak languages.

           

Research findings

We have selected 274 Speech Etiquette in accordance with their functional characteristics in the following, as well as on the basis of the principles noted above: 1. Greeting and farewell (Sálemlesiw, Xoshlasıw); 2.  Adressing  (Xabarlasıw); 3. Apologizing (Keshirim soraw). 4. Gratitude (Minnetdarshılıq bildiriw). 5. Asking someone and asking for smth. (Maǵlıwmat soraw).  6. Permission (Ruxsat soraw). 7. Prohibition (Qadaǵan etiw). 8. Inviting (Mirát etiw). 9. Agreeing and disagreeing (Kelisiw/kelispew). 10. Approval/disapproval (Qollap quwatlaw/qollamaw). 11. Offering and advice (Usınıs/másláhat). 12. Congratulations and wishes (Qutlıqlaw).13. Compliments and appreciation (Baha beriw).14. Point of view (Kóz qaras bildiriw). 15. Consolation  (Tınıshlaniw). 16. Telephone conversation (Telefonda sóylesiw).

When determining the communicative minimum, we proceeded from the results of a comparative-pragmatic analysis and the linguoculturological aspect of teaching Speech Etiquette established by us. The selection also proceeded from the whole variety of communicative tasks that the students of Karakalpak classes had to solve in the educational process in the classroom in English. According to the typology of difficulties, we use linguocultural analysis, commentary and exercises to help overcome difficulties. The principle of taking into account the peculiarities of the native language and culture in teaching is also implemented in a latent form (an unconscious mindset to prevent errors) and open, in a conscious form of comparative linguoculturological analysis of Speech Etiquette. In this case, we are guided by the statements of A.A. Leontyev that “when we teach activity, those operations that we teach to perform become from conscious / unconscious, or automatic” [8]. Within the framework of linguoculturological education, students who grew up in the Karakalpak culture learn the essential facts, norms and values ​​of the English-speaking national culture on the basis of Speech Etiquette, which is one of the main components of the general culture of communicative behavior.

           

Discussion

The system of exercises should also take into account the principle of socio-constructivism in order for the student to act as an active and full-fledged participant in communication. To this end, attention should also be paid to the formation of conventional, cooperative and compensatory skills, because in order to be an active participant in communication and act at the same time as a bicultural person, it is necessary to become familiar with certain norms and rules of communication. In addition to this, communication is also accompanied by non-verbal means that students need to know. Students should be offered tasks to compose various situations of communication, where they would perform certain social roles and, accordingly, enter into social relationships. Moreover, assignments should be given, where students could distinguish between official, neutral and unofficial registers of speech, and also had an idea of ​​how a polite attitude towards the interlocutor can be presented, how to establish contact with the interlocutor, continue the conversation and end the communication. It is appropriate here to pay attention to the three speech formulas of communication described by A.A. Akishina and N.I. Formanovskaya [2, 3].

Thus, as a result of the analysis of Speech Etiquette, as well as the norms of speech behavior of native English speakers, we have identified the following knowledge that students should master the followings:

• Culture of communicative behavior, manifested in the precise choice of Speech Etiquette for various registers of speech and communication situations (to maintain contact, positive emotional impact);
• Culture of thinking, expressed in the definition and correction of communication tactics, in the ability to compare and contrast, analyze, draw conclusions, independently set a communicative task and choose adequate ways to implement it;
• The culture of the language, expressed in the accuracy of the orthoepic, lexical, grammatical norms of the formulation of statements in the course of communication;     
• Culture of speech, expressed in the exact verbalization of the statement;
• Culture of paralinguistic communication (intonation as a prosodic means, kinesics - gestures, facial expressions).

Functional diversity of speech actions in the official and unofficial spheres of communication and their combination requires a variety of language design, the presence in the speaker’s memory of a large repertoire of speech models for their use in communication. Mastering the fund of behavioral formulas and norms adopted in the target language will, of course, contribute to the implementation of a certain communicative intention.

           

Conclusion

Thus, the linguoculturological approach to teaching Speech Etiquette in English lessons, taking into account the principles noted, will allow solving the following educational tasks: to form students’ linguoculturological potential; to form new thinking based on a holistic view of the culture of communication; provide knowledge and skills to enter the “dialogue of cultures” with adolescents, create a meaningful side of teaching English Speech Etiquette, contribute to the formation of general communicative competence (based on the native culture to master the foreign language), promote adaptation and socialization of Karakalpak students. Also, to achieve educational goals and develop linguocultural knowledge, the specifics of national traditions in linguo-didactics must be taken into account. Culture is rooted in language, language teaching is given a high level of importance in our educational system. We have come to an assumption that language and culture coexist, therefore culture is an indispensable part of real life communicative process. Culture keeping the relationship with language should be introduced in the EFL classrooms.

 

References

Alptekin, C. (2002). Towards Intercultural Communicative Competence in ELT//J. English Language Teaching. 56 (1). pp. 57-64;

Akishina, A.A., Akishina T.E. (1990). Russian telephone conversation etiquette. Moscow: Russian language.116 pp;

Cortazzi, M., Jin L. (1999). Cultural Mirrors: Materials and Methods in the EFL Classroom/In book: Culture in second language teaching and learning. Ed. E. Hinkel. Cambridge University Press. pp.196-219.

Formanovskaya N.I. (1989). Speech etiquette and communication culture. Moscow: Higher School, 159 p;

Godunova, N.A. (2006). Using local lore material to increase motivation in teaching foreign languages // Foreign languages at school. (In the Russian language). Moscow. No. 7. pp. 46-48;

Kachanova, I.A. (1987). Local history work in schools of the Far North // Soviet Pedagogy. Moscow. No. 1. pp. 29-32;

Kuznetsova, A.P. (2002). Implementation of the national-regional component of the content of education in an integrated course on a project basis (senior stage, English, as exemplified by the Amur Region): Author’s abstract. dis. can. ped. Sci.), Moscow: Moscow State Pedagogical University, 16 p;

Leontyev, A.A. (1984). A guide to teaching Russian as a foreign language for students of non-philology. Moscow: Higher school.159 p;

Makhkamova, G.T. (2005). The relationship of cultural aspects: language, culture, history // Ilm taraqqiyotida olima ayollarning o’rni: Materials of the scientific-practical conference. Toshkent: O’zDJTU. pp. 146-151;

Sorokovykh, G.V. (2007). Regional component of culture as a component of the content of teaching a foreign language // Foreign languages at school. Moscow. No. 1. pp. 63-69;

Solovyeva, I.S. (2007). Pedagogical conditions for the formation of intercultural competence of high school students (based on the material of rural schools in the Republic of Sakha (Yakutia): Author’s abstract of thesis for the can. of pedagogical sciences. Yakutsk. http://www.ysu.ru/avtoreferat/solovieva-is.pdf.

Thyssen, L.P. (1991). Teaching speech etiquette in high school: Author’s abstract. dis. can. pedagogical sciences. Moscow: NII APN USSR. 20 p.  

 

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