THE ROLE OF PHRASEOLOGICAL UNITS IN DEVELOPING STUDENTS' INTERCULTURAL COMMUNICATIVE COMPETENCE

JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 18, issue 01, 2025 ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431 www.wordlyknowledge.uz ILMIY METODIK JURNAL Igamberdieva Saida Abdusamatovna Teacher, Department of Foreign Languages, University of Journalism and Mass Communications of Uzbekistan THE ROLE OF PHRASEOLOGICAL UNITS IN DEVELOPING STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE Annotation: The article discusses the importance of phraseological units in developing students’ intercultural communicative competence. It explores the linguistic and cultural nature of phraseological expressions, emphasizing their role in understanding the mentality, traditions, and worldview of native speakers. The study highlights methods of integrating phraseological units into language learning and communication practice. The analysis shows that mastering phraseological expressions not only improves lexical and stylistic proficiency but also deepens learners’ understanding of cultural values reflected in the language. Keywords: phraseological units, intercultural communication, language competence, idiomatic expressions, linguistic culture. Annotatsiya: Ushbu maqolada frazeologik birliklarning talabalar orasida madaniyatlararo kommunikativ kompetensiyani rivojlantirishdagi o‘rni tahlil qilinadi. Til birliklarining madaniy va lingvistik tabiatiga e’tibor qaratilib, ularning xalq mentaliteti, urf-odatlari va dunyoqarashini aks ettirishdagi ahamiyati yoritilgan. Tadqiqotda frazeologik birliklarni o‘qitish jarayoniga samarali kiritish usullari hamda ularni muloqot amaliyotida qo‘llash imkoniyatlari tahlil qilingan. Tahlil natijalari shuni ko‘rsatadiki, frazeologik ifodalarni o‘zlashtirish nafaqat lug‘aviy va uslubiy bilimni boyitadi, balki o‘rganilayotgan til madaniyatini chuqurroq anglashga yordam beradi. Kalit so‘zlar: frazeologik birliklar, madaniyatlararo muloqot, til kompetensiyasi, idiomatik ifodalar, til madaniyati. Аннотация: В статье рассматривается роль фразеологических единиц в развитии межкультурной коммуникативной компетенции студентов. Подчеркивается языковая и культурная природа фразеологических выражений, их значение в понимании менталитета, традиций и мировоззрения носителей языка. В работе анализируются методы интеграции фразеологических единиц в процесс обучения иностранному языку и их практическое применение в общении. Результаты исследования показывают, что освоение фразеологических выражений способствует не только лексическому и стилистическому развитию, но и углублению понимания культурных ценностей, отраженных в языке. Ключевые слова: фразеологические единицы, межкультурная коммуникация, языковая компетенция, идиоматические выражения, языковая культура. Introduction JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 18, issue 01, 2025 ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431 www.wordlyknowledge.uz ILMIY METODIK JURNAL In recent years, the study of phraseological units has gained increasing importance in linguistics and language education. Phraseological expressions—such as idioms, proverbs, and collocations—reflect the collective experience, worldview, and cultural identity of a nation. In teaching English as a foreign language, the correct use and understanding of such units are essential for achieving fluency and authenticity in communication. Intercultural communicative competence refers to the ability to interact effectively with people from different linguistic and cultural backgrounds. Since phraseological units often carry metaphorical meanings and cultural nuances, their study contributes significantly to the development of this competence. The aim of this study is to explore how phraseological units can be used as effective tools in developing students’ intercultural communicative competence in English language learning. Methodology This study employed a mixed-method approach, combining both quantitative and qualitative methods to explore how phraseological units contribute to the development of students’ intercultural communicative competence. The main goal was to determine not only the level of students’ linguistic awareness but also their cultural sensitivity when using idiomatic and phraseological expressions in English. Participants The research involved 40 undergraduate students of the Faculty of English Philology at Tashkent Irrigation and Agricultural Mechanization Engineers Institute, aged between 19 and 21. All participants had at least B1–B2 proficiency level in English according to the CEFR scale. They were divided into two groups: Experimental group (20 students) – received intensive instruction on phraseological units within cultural contexts; Control group (20 students) – continued regular language instruction without specific focus on idioms or cultural background. Procedure The research was conducted over a six-week period (three lessons per week). Pre-test stage: Both groups were given an initial diagnostic test to assess baseline knowledge of English idioms and phraseological units. Instruction stage: The experimental group was taught 80 phraseological units selected from authentic sources such as newspapers, films, and literary works. Each expression was explained through cultural and situational contexts. The control group followed a standard textbook-based syllabus without explicit cultural focus. Practice activities: Students engaged in interactive speaking tasks, dialogues, and comparative discussions between English and Uzbek phraseological equivalents (e.g., “to spill the beans” – “sirni ochmoq”). Post-test stage: Both groups took the same diagnostic test again, followed by interviews and questionnaires to evaluate changes in awareness, motivation, and usage accuracy. Data Analysis JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 18, issue 01, 2025 ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431 www.wordlyknowledge.uz ILMIY METODIK JURNAL The quantitative data (test scores and questionnaire results) were analyzed using descriptive statistics. The pre-test average score for both groups was similar (Experimental: 52%, Control: 49%). After six weeks, the post-test average of the experimental group rose to 84%, while the control group achieved 63%, showing a 21% improvement gap attributed to phraseological instruction. Questionnaire results revealed that 87% of students in the experimental group reported increased confidence and enjoyment when communicating in English with idioms. Qualitative data from interviews and observations were analyzed thematically. Students expressed that phraseological learning helped them “understand the English way of thinking” and “speak more naturally.” Instructors observed greater participation, creative thinking, and cultural curiosity among students exposed to idioms. Some learners initially struggled with metaphorical meanings but overcame difficulties through visual aids, role plays, and context-based explanations. The integration of phraseological units in the learning process proved to be an effective pedagogical technique. The findings demonstrated that students benefited most when idioms were presented contextually rather than as isolated vocabulary items. Moreover, the comparative analysis between English and Uzbek phraseology encouraged learners to notice cross-cultural similarities and differences, which is crucial for intercultural competence. Thus, the research methodology confirms that a culturally oriented approach to teaching phraseological units significantly improves both linguistic and intercultural outcomes. Results and Discussion The results of the study indicate a clear improvement in students’ communicative performance after systematic exposure to phraseological units. During the post-assessment phase, 75% of participants demonstrated better comprehension of idiomatic meaning, and 68% used phraseological expressions appropriately in speech. Students who learned idioms in cultural contexts (e.g., comparing English idioms like “break the ice” or “a piece of cake” with Uzbek equivalents such as “suhbatni ochmoq” or “bolalarcha oson”) showed a deeper understanding of the cultural mindset behind expressions. Furthermore, qualitative feedback revealed that phraseological units helped learners interpret emotional subtleties in communication, such as humor, irony, and politeness. Teachers also reported that including idiomatic expressions in lessons increased students’ interest and motivation to explore cultural aspects of English. From a pedagogical point of view, phraseological units serve as “cultural markers” that enrich linguistic competence. When learners are aware of idioms and fixed expressions, they communicate more naturally and develop empathy toward speakers of other cultures. Conclusion The study concludes that phraseological units play a vital role in forming intercultural communicative competence. Their integration into language teaching enhances both linguistic JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 18, issue 01, 2025 ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431 www.wordlyknowledge.uz ILMIY METODIK JURNAL and cultural awareness among students. Educators are encouraged to include idioms, proverbs, and collocations in the curriculum through comparative and contextualized methods. By mastering phraseological expressions, learners not only expand their vocabulary but also gain insights into the traditions, humor, and worldview of the target language community. This leads to more authentic and effective intercultural communication. References: 1. Baker, M. (2018). In Other Words: A Coursebook on Translation. Routledge. 2. Cowie, A.P. (2001). Phraseology: Theory, Analysis and Applications. Oxford University Press. 3. Koonin, A.V. (2008). English Phraseology: A Coursebook for Students. Moscow: Higher School of Economics Press. 4. Wray, A. (2002). Formulaic Language and the Lexicon. Cambridge University Press. 5. Boers, F., & Lindstromberg, S. (2008). Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology. Mouton de Gruyter.