LINGUOCULTURAL BARRIERS IN LEARNING ENGLISH AMONG UZBEK STUDENTS
Abstract
This study explores the linguocultural barriers faced by Uzbek students in learning English. Drawing on theories of intercultural communication and empirical data, the article identifies key challenges related to differences in speech strategies, cultural values, pragmatics, and nonverbal communication. It also offers pedagogical recommendations for overcoming these barriers in Uzbekistan’s educational context.
References
1. Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics. Penguin Books.
2. Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations. Sage Publications.
3. House, J. (2002). Cross-Cultural Pragmatics: Theory and Practice. Oxford University Press.
4. Vorobyev, V.V. (1997). Linguoculturology: Theory and Methodology. Moscow: RUDN.
5. Kramsch, C. (1998). Language and Culture. Oxford University Press.
6. Gee, J.P. (2015). Social Linguistics and Literacies. Routledge.
7. Karimova, N.Z. (2022). Intercultural Aspects of Teaching English in Uzbekistan. Philology and Education, Tashkent.
8. Brem, N.S. (2020). Barriers in Foreign Language Learning in and Outside Language Environments. Samara Scientific Bulletin.
9. World of Science (2023). Language Anxiety and Barriers in Foreign Language Acquisition.
