GERMAN LANGUAGE AS A MEANS OF FORMATION OF INTERETHNIC TOLERANCE OF STUDENTS
Mr. Yakubbayev Murodilla Marufovich
In today’s global world, the study and knowledge of a foreign language is gaining a new status. Learning a foreign language means learning and, as well as, understanding the culture, traditions and customs of the respective nation, which is an important aspect in our multicultural society. This article deals with one of the most actual problems as the formation of the concept of tolerance in students of non-philological areas during foreign language lessons. Previous works of such scientists as A.V. Vartanov, N. Ts. Boschaeva, V.V. Safonova, V. Gumbolt, S.G. Ter-Minasova and others serve as a justification for disclosing the goals and objectives of the formation of the concept of tolerance in students from non-philological directions during foreign language lessons. The universally recognized goal of teaching a foreign language is determined by various factors such as the expansion of the worldview, the formation of ideas about the different ways of logical and conceptual perception of the world in the lessons of a foreign language, the formation and enrichment of the cultural identity of the individual, the formation of a respectful attitude toward one’s own culture and its bearers, through a foreign language, the preservation of their own culture as an integral part of self-awareness, being integrated with another culture and for successful communication, intercultural sociolinguistic and communicative skills are just as necessary as grammar, phonetics and vocabulary. Proceeding from this, the main goal of forming the concept of tolerance in students of non-philological areas in a foreign language lesson is to prepare for real intercultural communication, that is, to form a sufficient understanding of each other in interethnic communication between people belonging to different cultures. To achieve the goals and objectives, the following approaches and training technologies were applied: the traditional approach; instead of large texts use dialogs with a variety of information related to everyday events, using communicative textbooks; work on proverbs and sayings; role-playing games. Thus, the teaching of the concepts of tolerance in foreign language lessons should begin with a review of the role of one’s native language in learning, as well as the relationship between one’s native and a foreign language, one’s own and foreign culture.
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