Language and culture in English classrooms: ways of addressing, idioms

Qodirov Xalilullo Rahmatullo o’g’li

the teacher of Andijan State Institute

 of  Foreign Languages

Mamasharipova Shahnoza Ahmadjon qizi

the 3 rd course student of Andijan State Institute

of  Foreign Languages

Umaraliyeva Maftuna Zohidjon qizi

the 3 rd course student of Andijan State Institute

of  Foreign Languages

Abstract

Common European system of reference created by the Board of Europe advances the thoughts of remote dialect securing coming about within the successful proficient and regular communication with individuals from other nations and societies. It evacuates the accentuation from what the understudies know approximately the dialect to what they can do with the dialect.

Lexical competencies make up an imperative portion of the in general dialect competences. Educating them includes instructing figures of speech as well. The display paper is devoted to the questions of instructing English figures of speech, containing appropriate names as their constituent component. We are fascinated by culture manifestation within the idioms’ semantics and within the ways to reveal and exchange it to the understudies. For the last mentioned reason, a few tried within the students’ gathering of people strategies, and strategies are advertised. Learning figures of speech are both challenging and useful. The challenge is stipulated by the idioms’ semantics complexity. Being units of auxiliary nomination, they include the settled within the etymological dialect signs, orchestrate them in a particular way generally not to appoint the objects of reality, but to assess them, depict and characterize, express the enthusiastic demeanor to them.

Key words

English language, culture, addressing, idioms, reference, teaching,techniques

Common European framework of reference developed by the Council of Europe promotes the ideas of foreign language acquisition resulting in the effective professional and everyday communication with people from other countries and cultures. It removes the emphasis from what the students know about the language to what they can do with the language (Common European Framework, 2017). The claim goes in conformity with a modern competence-based approach to foreign language teaching which has been realizing in this country in the last decades. Much work has been done in this sphere by Russian scholars (Khutorskoy, 2003; Zimnaja, 2004; Shadrikov, 2006; Efremova, 2010).

Lexical competencies make up an important part of the overall language competences. Teaching them involves teaching idioms as well. The present paper is dedicated to the questions of teaching English idioms, containing proper names as their constituent element. We are interested in culture manifestation in the idioms’ semantics and in the ways to reveal and transfer it to the students. For the latter purpose, some tested in the students’ audience methods, and techniques are offered. Learning idioms are both challenging and beneficial. The challenge is stipulated by the idioms’ semantics complexity. Being units of secondary nomination, they involve the fixed in the linguistic language signs, arrange them in a specific way largely not to nominate the objects of reality, but to evaluate them, describe and characterize, express the emotional attitude to them.

The primary objectives that guided the study were the following:

• To reveal the way cultural value in idioms’ semantics is displayed
• To work out and implement a system of tasks and assignments for idioms’ teaching in the student’s class
• To check idioms ‘acquisition by having students write an essay using 7 idioms of those studied and assess the results by five criteria (usage of idioms, correct usage of idioms, coherence, language literacy, spelling, and punctuation).
• To test the reliability of the obtained results by statistical significance t-test.

The language material – idioms containing proper names (94 units) – were selected by random choice from different sources (Oxford Dictionary of  Idioms; Collins Cobuild Dictionary of English Idioms, 1997; Longman Dictionary of English Idioms, 1994; The Penguin Dictionary of  English Idioms, 1994). We resorted to the methods of idiom identification, dictionary entry analysis, observation and comparison in working out the most effective ways of learning idioms through better awareness of their cultural origin and background.

An expression most regularly reflects the national specificity of the individuals. It may be a metaphorical elucidation of reality and an enthusiastic demonstrate of communication. Figures of speech are exceedingly intuitively things. They are solid and colorful cases of cross-cultural relations. The source of their beginning is now and then troublesome to find out. They are solidly acclimatized in various languages and have gotten to be part and the total of these societies. The most trouble is whether an figure of speech is suitable within the given setting when a non-native speaker tries to translate an idiom from his local dialect into English. It may befuddle a audience. The issue is often one of collocation, which could be a central characteristic of the dialect in utilize. The way local speakers utilize English within the genuine world is generally idiomatic and it accept that a familiar non-native speaker ought to be so also informal. When indeed exceptionally great learners of the dialect talk or compose English, the impact is marginally odd. Since figures of speech assess the total story summarizing the most occasions or opinion,a local speakers’ oblivious information of collocation is an basic component of their informal and familiar dialect utilize and is, hence, an imperative portion of their communicative competence.

The Lingua-cultural approach of educating expressions broadens social mindfulness of understudies; they learn not as it were dialect but the conventions and traditions of the English individuals, they ended up more tolerant of other societies, they begin to regard other people’s convictions through the crystal of Georgian lingua-cultural heritage.The Lingua-cultural strategy incorporates two perspectives of communication – dialect and cross-cultural. Our understudies are at slightest bi-cultural as far as anyone knows effortlessly guided in national highlights, history, culture, traditions of two nations, civilizations, the inward worlds.Statistical strategies pointers affirm that the cutting edge world always talks with allegories counting figures of speech. That’s demonstrated by their broad utilize in verbal or composed communications. Subsequently, these days, modern epochal challenges and effective social extension, raise the significance of learning remote dialects for communicative purposes. Scientists believe that the foremost vital information is the think about of “phraseological language” (L. Buckingham) of distinctive societies in order to decide their different capacities in several cultures.

Reference

Bukingham, L. (2006). A multilingual didactic approach to idioms using a conceptual framework. Language Design. Journal of Theoretical and Experimental Linguistics, 8: 35-45 (elies.rediris.es/Language_Design/LD8/2-Louisa-multilingual-LD8.pdf)

COLLINS COBUILD DICTIONARY OF ENGLISH IDIOMS. 1997. The Univ. of Birmingham: Harper Collins Publishers Ltd. ISBN 0007134010.

Idioms: A View from Cognitive Semantics. September 1996 Applied Linguistics 17(3)

 LONGMAN DICTIONARY OF ENGLISH IDIOMS. 1994. London: Longman Group Ltd. ISBN978-0-582-30577-9.

 OXFORD DICTIONARY OF IDIOMS. 1988. Oxford University press. 392 p. ISBN0-19-852711-X

THE PENGUIN DICTIONARY OF ENGLISH IDIOMS. 1994. London: Penguin Books. ISBN-10: 0140514813.