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Kholiyarov Lutfulla Tashkuvatovich, Khamidova Nargiza Yusufovna, Inogamova Fazilat Mansurovna, Rakhimova Gulfiya Rustamovna, Akhmedov Husan Azimjon


This article considers about theoretical foundations of the linguo-cultural approach in teaching a foreign language and practical implementation of the linguo-cultural component in teaching English in high school. Here is paid the most attention to linguistic and cultural factors in the learning process and their role in the formation of a communicative act. Recently, a lot of foreign language courses have appeared in our country, in the advertisement of which you can often read: “You will know the language better than the English queen!” But many of them emphasize only a mechanical understanding of the language, without taking into account the realities of the country of the language or other important factors. For a real ability to read and understand the text, it is necessary to take into account not only grammar and vocabulary, but also all kinds of knowledge of a linguistic and cultural nature, the realities of the language, etc. It is important that different learning strategies emerge. The more alternative methodological solutions there are, the more fruitful will be the search for new ways of teaching the subject as a whole. At the same time, the central problems of restructuring the teaching of foreign languages at school are the issues of defining goals, as well as the content of education that is adequate to them, in the development of which the most effective ideas are about teaching not just a language, but a foreign language culture in the broadest sense of the word.

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