Zamonaviy lingvistika

CONCLUSION.
Culture is an obvisous feature in communication between people from distincitve cultural backgrounds. Therefore, being aware of culture in language teaching is able to aid learners to become reflexive about their cultures and competent in communicating with other cultures as well. As a result, culture has become a specific important element in language teaching, and the lack of knowledge of cultures can lead to misunderstandings and “a disorientating dilemma in cross-cultural interactions”. The paper has presented and reviewed studies on intercultural communication aspects. Besides, intercultural communication in language teaching is also investigated and further discussed. In conclusion, cultures count as a crucial aspect in communication, and language also plays an important role in communication as well. Therefore, integrating cultural knowledge and skills in language teaching is of the utmost importance in order to enhance students’ intercultural communication competence. Intercultural interactions have become very frequent in various fields of action. Our foreign visitors are not only native English speakers. Therefore, all of them have different cultural backgrounds. As the intercultural element is a key factor for these kinds of interactions, it is quite important to take into account the differences and similarities of the target culture to be more efficient when it comes interact with them. Through this paper, we were able to analyze the Aspects of intercultural communication in teaching English language the definition of the importance of learning English as an international language to enhance global communication and the analysis of the relevance of cultural awareness for the teaching of international English.
As a result, language learners can avoid misunderstandings and confusion when communicating with people from different cultural backgrounds. The purpose of this paper was to review findings from recent research about oral development. The teaching strategies outlined here were those that emerged as themes in the literature. These strategies are not listed to suggest a “one size fits all” approach. Instead, these strategies are to be implemented with careful consideration of context. It is useful to highlight that the instructional approach that teachers adopt has an impact on the quality and effectiveness of the learning context for learners . Educators should reflect on the nature of classroom communication and how it “cultivates or hinders the growth of thinking and language” . When educators have a solid understanding of both theory and how it informs practice, they will be able to better meet the needs of learners in language-specific classes as well as in mainstream content classes. For some English learners who use English for work, fluency is necessary for the safe and or effective performance of a job. International pilots, for example, must achieve a certain level of English in order to work on international routes. In many countries, taxi drivers must be fluent in English in order to do their jobs effectively. For those whose goal is to become a citizen in an English-speaking country, fluency may be a requirement. Citizens may have to prove that they can carry on an English conversation effortlessly. On the other hand, fluency is not something that can be easily measured. Any establishment that requires a person to be fluent in spoken English may simply interview you to see if you meet their requirements. Learning to speak in a second language is often judged to be the most vital of the language skills. In fact, many classes devote much of their time to developing students’ oral proficiency. Despite this concentrated effort, a review of the literature in the area of oral skill development reveals that a clearly defined set of best teacher practices does not exist. What strategies are the most effective for developing oral language skills? In this paper searching many researchers thoughts I have learned about oral fluency. On the one hand, research in the area of oral skill development for learners is varied and plentiful. On the other hand, the varied nature of research contexts, research participants, and research methods has resulted in a large number of suggestions for “best” teaching strategies to assist learners in their oral skill development.