Kudratbek Makhmudov

The article provides information about cultural iceberg, intercultural communication competence and ways of forming it in teaching English. It is known that in teaching a foreign language it is important to develop not only the language skills of students, but also their intercultural communication competence. Intercultural communication, international cultural competence, differences between cultures play an important role in language learning and teaching, and extra-linguistic aspects of intercultural communication (worldview, rituals, customs, human language, taboos, stereotypes, the role of society in multiculturalism, image, symbols) it is important to use culturally appropriate features in communication (greetings, ways of expressing politeness, ways of addressing, idioms, etc.) as well as to explore aspects of another language culture.

The globalization process that is taking place all over the world requires the clustering of education as well as other areas. Globalization has led to a sharp increase in competition in the education services market. In this competitive environment, the cluster is a means of counteracting the power of globalization. The integration of education, science and industry around a common goal increases their potential. The pedagogical education cluster provides this cooperation. The article is based on the scientific view that the provision of competitiveness of subjects in the market of educational services by means of a cluster. The concept of the pedagogical education cluster is described and its needs, mechanisms, principles and directions of implementation are identified. The authors have extensively commented on the goals, objectives, principles and directions of the pedagogical education cluster. The organizational, practical significance and theoretical basis of the implementation of the pedagogical education cluster are described. The authors have sought to base their views on the opinions of Western scholars. Scientific researches of Western scientists on the educational cluster have been analyzed. There are scientific conclusions concerning social, economic, legal, marketing and pedagogical implications of clustering education. Key words: globalization process, pedagogical education cluster, mimetic method, cluster strategies, goals, objectives, principles and directions of pedagogical education cluster.

The complex of material and aesthetic values that have been left to humanity since ancient times is called cultural heritage. As society changes, its culture and type will alter, but cultural development will not cease, an ancient culture will not disappear, and cultural heritage and traditions will be preserved. Each new generation does not inevitably create the basis of material and spiritual culture but receives cultural values created by ancestors. Central Asia is known for its eminent thinkers in the world community. A comprehensive study of the rich cultural heritage of these philosophers is a key task of today's scientists. The study of the legacy of these thinkers was banned during the Soviet era. They were treated unfairly from the point of view of communist ideology. The social and political alterations associated with the collapse of the Soviet Union in the last decade of the 20th century have radically changed the attitude towards the legacy of thinkers. Currently, their scientific heritage is being comprehensively researched. Particularly, the scientific, political and literary heritage of Central Asian thinkers depends upon a particular study of the spirituality and patriotism of young people. This is significant in bringing up the youth of the present time as highly moral and patriotic people.

This article suggests a model for teaching English to 9–11-grade Uzbek students while helping them develop their intercultural communication skills. The model is made up of seven essential elements: laying the groundwork for cultural awareness, learning about other cultures, honing language skills, encouraging empathy and understanding, honing intercultural communication skills, practicing and using skills in real-world scenarios, and offering ongoing support and feedback. The model was created using data from a survey of English teachers in Uzbekistan, which revealed issues like a lack of exposure to diverse cultures, cultural barriers, a lack of resources, and limited language proficiency. The proposed model emphasizes the significance of continuous learning and the development of intercultural communication competence while aligning with well-established scholarly concepts and models, such as the Developmental Model of Intercultural Sensitivity, the Cultural Intelligence Model, and the Experiential Learning Cycle. This model can be used by English teachers in Uzbekistan to help their students get ready to interact and communicate with people from different cultures and succeed in an interconnected world.

The article is about culturally responsive teaching and learning. In this research culturally responsive teaching and learning is defined, and culturally responsive strategies to language teaching is applied. As we know, diversity in the classroom is becoming increasingly common, and it is important for teachers to recognize and value the different cultures and backgrounds of their students. Culturally responsive teaching and learning is an approach that recognizes and responds to the diverse needs of students in the classroom.

This article presents a novel methodology for developing intercultural communication competence through a comparative study of language elements. Recognizing the increasing importance of effective intercultural communication in a globalized world, this research adopts a multidisciplinary approach, integrating insights from linguistics, cultural studies, and communication theory.

This paper examines the cultural implications of Gothic-themed lexemes in English and Uzbek, emphasizing their linguistic structures and semiotic meanings as well as educational implications. We have tried to do a comparative linguistic analysis to investigate lexemes from literary texts, dictionaries, and cultural studies, revealing their thematic and cultural significance. The findings indicate similarities and differences in the Gothic lexicon of the two languages, influenced by unique historical and cultural developments. English Gothic lexemes embody themes of autonomy, enigma, and existential dread, whereas their Uzbek equivalents are interwoven with folklore and spiritual elements, highlighting communal experiences and moral dichotomies. These results emphasize the versatility of Gothic aesthetics across countries, providing fresh perspectives on cross-cultural literary and linguistic studies.

Readers worldwide have been captured by the Gothic style in literature, which is characterized by themes of the supernatural, darkness, and mystery, and has resonated across various cultural contexts. Its components mirror universal human concerns through a distinctively dark lens, revealing deep-rooted cultural fears, moral dilemmas, and social anxieties. The underlying meanings of Gothic works are crucially revealed through linguistic analysis, which investigates language within its cultural context. Linguocultural perspectives offer more comprehensive interpretations of Gothic themes by examining language choices, cultural references, and symbolism, thereby revealing the ways in which they differ across cultures and time periods. In this review, we investigate the significance and cultural profundity of the Gothic style by examining the role of linguocultural analysis.

Ushbu maqolada ingliz tilini oʻqitishda madaniyatlararo muloqot kompetensiyasini rivojlantirishda til elementlarining oʻrni va ahamiyatini oʻrganilib, oʻrganilayotgan til madaniy elementlarini – idiomalar, maqollar, frazeologik birikmalar va salomlashuv qoidalarini oʻrgatish orqali talabalarda madaniyatlararo xabardorlikni oshirishga qaratilgan metodlar tahlil qilingan. Maqolada talabalarning madaniyatga oid til elementlarini oʻzlashtirishda duch keladigan qiyinchiliklari va ularni bartaraf etish yoʻllari, shuningdek, dars jarayonida autentik materiallardan foydalanishning samaradorligi dalillangan. Natijalar til va madaniyatning oʻzaro bogʻliqligini hisobga olgan holda oʻqitishning talabalarda madaniyatlararo kompetensiyani rivojlantirishda muhim ahamiyatga ega ekanligini koʻrsatgan.

This study aims to analyze gothic lexemes in Abdulla Qahhor’s Dahshat and Charlotte Perkins Gilman’s The Yellow Wallpaper to understand how language reflects fear, identity, and cultural repression. Using qualitative textual analysis, the study explored semantic fields related to death, madness, and female agency within two contrasting cultural contexts. The analysis revealed that Dahshat employs external folkloric lexicon rooted in oral tradition and religious rites, while The Yellow Wallpaper uses symbolic language to depict internalized psychological horror. These differences emerge because each text mirrors culturally specific models of fear—socialized and communal in Uzbek society, individual and medicalized in 19th- century America. The research contributes to language and literature education by promoting critical awareness of culture and gender in text analysis, supporting Sustainable Development Goals (SDG 4 and 5). The findings offer pedagogical applications in linguocultural literacy, encouraging transdisciplinary teaching in literature, gender studies, and cross-cultural communication.

In an increasingly interconnected world, intercultural communication competence has become a critical objective in English as a Foreign Language instruction. While global frameworks have outlined the dimensions of ICC, such as attitudes, knowledge, skills, and reflective awareness, there remains a need to adapt these frameworks to local educational contexts. This article explores how ICC can be assessed in Uzbek EFL classrooms by reviewing international models and aligning them with Uzbekistan’s national curricula, pedagogical traditions, and learner profiles. Through a review of theoretical models by Byram, Deardorff, and Fantini, alongside analysis of global best practices and local empirical studies, the study proposes a set of assessment criteria and rubrics tailored to the Uzbek context. Key assessment domains include cultural sensitivity, communicative adaptability, appropriate language use in diverse contexts, and perspective-taking skills. The article also discusses the integration of these criteria into formative and summative classroom assessments using practical tools such as rubrics, portfolios, reflective journals, and observation protocols. Findings indicate that while Uzbekistan’s educational system is making strides in integrating communicative goals, more structured efforts are needed to embed intercultural objectives into teacher training, curriculum design, and evaluation systems. The proposed framework offers a culturally responsive model that can support the development of globally competent English users in Uzbekistan. Future research should focus on longitudinal implementation, digital integration, and regional adaptation across different school settings.

Global ta’lim muhitida xorijiy til o‘qitish jarayonida talabalarda madaniy anglashuvni rivojlantirish, ularni madaniyatlararo muloqotga tayyorlash dolzarb masalaga aylangan. Ushbu maqolada madaniyatlararo kompetensiyani rivojlantirishda adabiy matnlarning lingvodidaktik imkoniyatlari tahlil qilinadi. Tadqiqotda Abdulla Qahhorning “Anor” va O.Henryning “The Gift of the Magi” hikoyalari lingvomadaniy va didaktik mezonlar asosida qiyosiy tahlil qilingan bo‘lib, asarlar syujeti, timsollari, qahramonlar nutqidagi milliy ifodalar, madaniy kontekst va gender rollar orqali turli madaniyatlarda fidoyilik, mehr, orzu, va oilaviy qadriyatlar qanday ifodalangani yoritilgan. Tadqiqot metodologiyasi sifatida tematik-analitik yondashuv, madaniy kontekstual talqin va kompetensiyaviy tahlil qo‘llanilgan. Maqolada, shuningdek, tanlab olingan hikoyalardan xorijiy til darslarida foydalanish bo‘yicha namunalar taklif etiladi. “Pre-reading”, “while-reading”, “post-reading” bosqichlari, rolli o‘yinlar hamda ijodiy mashqlar orqali talabalarning madaniy tafakkurini, lisoniy ifoda ko‘nikmalarini va analitik fikrlash salohiyatini rivojlantirish imkoniyatlari ko‘rsatib berilgan. Xulosa o‘rnida, adabiy matnlar talabalarning tilni egallashi bilan bir qatorda, madaniyatlararo tafovutni anglash, empatiya va tolerantlikni shakllantirish vositasi sifatida samarali ekani asoslab berilgan.

International university rankings significantly influence higher education institutions (HEIs) by evaluating their global status based on research output, academic reputation, faculty quality, and international collaboration. Notwithstanding their extensive significance, these rankings frequently face criticism for methodological shortcomings, a bias favoring research-intensive institutions, and insufficient focus on teaching quality and societal impact. This paper analyzes the techniques of prominent international ranking systems, including the Times Higher Education (THE) Rankings, QS World University Rankings (QS WUR), and the Academic Ranking of World Universities (ARWU/Shanghai Ranking), emphasizing their advantages and disadvantages. An in-depth examination of ranking markers, including research citations, faculty-student ratios, and employer reputation, uncovers both the benefits and inequalities generated by these criteria. The influence of rankings on universities is examined, illustrating how institutions intentionally modify their policies, financial distributions, and global collaborations to enhance their status. Nonetheless, rankings exacerbate educational disparities by privileging well-funded institutions and marginalizing those with limited resources. Alternative evaluation methodologies, such as multi-dimensional ranking systems and national performance assessments, are viable possibilities for establishing a more equitable and comprehensive measurement of university success. As global higher education progresses, ranking techniques must adapt to emerging educational paradigms, integrating digital education, sustainability, and student-centered results. This evaluation advocates for a more transparent, equitable, and comprehensive approach to university assessment, ensuring that rankings function as a mechanism for substantive enhancement rather than a strict competitive structure.

Raqamli transformatsiya va globallashuvning jadal sur’atlarda kechayotgan davrida OTMlar zamonaviy texnologiyalarni ta’lim jarayoniga joriy etishni nafaqat zarurat, balki raqobatbardoshlikni ta’minlovchi strategik omil sifatida qaramoqda. Ushbu tezisimizda innovatsion texnologiyalarning – raqamli platformalar, sun’iy intellekt, virtual va kengaytirilgan reallik, gamifikatsiya – ta’lim sifati, talabalar faolligi va OTMlarning xalqaro reytinglardagi o‘rniga ta’siri tahlil qilingan. Kichik tadqiqotimizda dunyodagi eng mashhur reyting tizimlari – QS, Times Higher Education va Academic Ranking of World Universities – metodologiyalari o‘rganilib, ularning innovatsion yondashuvlarga qanday e’tibor qaratishi aniqlangan. Natijalar shuni ko‘rsatdiki, ta’limda texnologiyalarning samarali qo‘llanilishi o‘quv sifatini oshiradi, talabalarning shaxsiy ehtiyojlariga moslashtirilgan ta’limni ta’minlaydi, ilmiy-innovatsion faoliyatni kuchaytiradi va boshqaruv samaradorligini oshiradi. Bu esa, o‘z navbatida, OTMning xalqaro reytinglardagi o‘rnini yaxshilashga xizmat qiladi. Tahlilga tortilgan ma’lumotlarimiz asosida innovatsion texnologiyalarni izchil joriy etish, raqamli infratuzilmani takomillashtirish, professor-o‘qituvchilarning raqamli savodxonligini oshirish va ma’lumotlarga asoslangan boshqaruv strategiyalarini ishlab chiqish zamonaviy OTMlar uchun muhim yo‘nalishlar sifatida e’tirof etilishini xulosa qildik.

This study guide is designed to provide language teachers with strategies and tools to develop intercultural communication skills in their students, as well as to improve their intercultural competence. The manual explores the importance of intercultural communication in language teaching, discusses the problems and opportunities of intercultural communication, and provides practical advice and methods for improving intercultural communication skills in students and teachers. The manual is intended for undergraduate students of foreign languages and literature (English) and English teachers.

This monograph explores the integration of intercultural communication competence into English language teaching. It highlights the growing importance of cultural understanding and effective communication in a globalized world. The study presents a methodological approach based on experimental research conducted with 9th-11th grade students from three different regions. The monograph examines key IC components such as cultural awareness, sensitivity, and adaptation, demonstrating how these elements can be effectively incorporated into English teaching strategies. Through various pedagogical techniques, including role-playing, simulations, and the use of authentic cultural materials, the research shows significant improvements in students’ IC skills and overall language competence. Statistical analysis of the experimental data underscores the effectiveness of these strategies in enhancing students’ readiness for intercultural interaction. The monograph offers practical recommendations for educators, emphasizing the importance of developing IC competence to better prepare students for successful communication in culturally diverse environments.