This article explores the theoretical and practical dimensions of developing intercultural communicative competence (ICC) through English language instruction. In the age of globalization, language education requires not only linguistic proficiency but also the ability to engage effectively with speakers from diverse cultural backgrounds. The paper analyzes key components of ICC, including cultural awareness, tolerance, and pragmatic adaptability, and proposes pedagogical approaches such as CLIL, project-based learning, and the use of authentic materials to foster these skills. The findings highlight the positive impact of these strategies on students’ intercultural communication and overall communicative competence.
| Mualliflar | Sulaymonova, Dilafruz, Сулаймонова, Дилафруз, Sulaymonova, Dilafruz |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-05-25 |
| Jild | 6 |
| Son | 5/S |
| Betlar | 343-347 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol6-iss5/s-pp343-347 |
DOI: 10.47689/2181-1415-vol6-iss5/s-pp343-347 · Maqolaning asl sahifasi
обучение английскому языку, межкультурная коммуникация, коммуникативная компетенция, CLIL, аутентичные материалы, методика преподавания, English language teaching, intercultural communication, communicative competence, CLIL, authentic materials, language pedagogy, ingliz tili o‘qitish, madaniyatlararo kommunikatsiya, kommunikativ kompetensiya, CLIL, autenik materiallar, o‘quv metodikasi
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar