The article explores the impact of linguocultural interference on the formation of speech etiquette among Uzbek students learning Russian as a foreign language. Special attention is paid to the causes of communicative shock arising from discrepancies between the norms of speech behavior in Russian and Uzbek, as well as from students’ limited vocabulary. Based on classroom observations and a comparative analysis of politeness formulas, the study identifies typical pragmatic errors and etiquette gaps that hinder intercultural communication. The practical significance of the study lies in the development of methodological recommendations, including role-playing, case studies, and the use of audiovisual materials, aimed at reducing interference and strengthening communicative competence. The findings can be applied by teachers of Russian as a foreign language in Uzbekistan to improve the effectiveness of instruction and facilitate students’ successful adaptation to the Russian-speaking educational environment.
| Mualliflar | Bakhriyeva, Shakhnoza, Бахриева, Шахноза, Bahriyeva, Shahnoza |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-05 |
| Jild | 4 |
| Son | 3 |
| Betlar | 73-78 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol4-iss3-pp73-78 |
DOI: 10.47689/2181-3701-vol4-iss3-pp73-78 · Maqolaning asl sahifasi
русский как иностранный, речевой этикет, лингвокультурологическая интерференция, узбекские студенты, коммуникативная компетенция, межкультурная коммуникация, социальная адаптация, Russian as a foreign language, speech etiquette, linguocultural interference, Uzbek students, communicative competence, intercultural communication, social adaptation, rus tili chet tili sifatida, nutq etiketi, lingvomadaniy interferensiya, o‘zbek talabalari, kommunikativ kompetensiya, madaniyatlararo muloqot, ijtimoiy moslashuv
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