According to some linguists, “people of different cultures do not perceive events in their native languages in the same way, because these events are expressed through different linguistic means in their languages.” Therefore, when teaching a foreign language, great attention should be paid to the methods of comparing cultures.

Modern society needs not only teachers and translators, but also professionals who can maintain international and intercultural communication. Indeed, even though people speak the same language, they do not always understand each other properly, and this is often due to differences in cultures.

According to L. Wei, language has two characteristics: as a means of communication and as a “native owner” of culture. Language and culture are interrelated. Every language is a reflection of the culture of the people who speak it. H.D. Brown describes the relationship between language and culture as follows: “Language is part of culture, and culture is part of language. They are so interconnected that it is impossible to separate them from each other without losing the meaning and importance of language or culture” [1, p. 54]. In short, culture and language are inextricably linked.

According to B. Tomalin, there are main reasons for teaching culture as the fifth language skill after listening, speaking, reading and writing skills. “A fifth language skill is learning and understanding the cultural values, business practices, and unique characteristics of other cultures. It involves understanding the ways in which languages are used to distinguish them, and being flexible and tolerant of customs and traditions. This is a change of attitude expressed in the use of language” [5, p. 22].

In addition, B. Tomalin’s English lessons include cultural concepts, cultural values (people’s spiritual values; attitudes that people consider important), cultural behaviours (daily actions), cultural skills (developing cultural sensitivity and awareness; English for communication use) [5, 10].

Several questions arise when it comes to the role of culture in foreign language classes. For example: “What is culture? In what ways should culture be taught? Why should learners study the culture of foreign languages?”

There are many definitions of culture and all of them are true to some extent. D. Peck described culture as “the traditional ways of behaviour adopted by the people”, “participant that affects the general social space, history, as well as common ideas” [3, p. 77]. P.W. Sysoev defines culture as “a system of symbols, meanings and norms passed down from generation to generation that distinguish groups of people united by certain characteristics such as origin, gender, ethnicity, religion, political views” [4, p. 43].

G. Hammerly, in turn, gives a simple definition of culture, that is, “the common life of the people” [2, p. 87]. It is this last definition that will be used for the purposes of this article.

Although the definitions vary, to see the full picture of culture, it is necessary to understand that it is made up of different components. These elements include traditions, myths, values, customs, legends, history, religion, civilization, and geographic location. Culture is an enigma and its components are parts. Each part, that is, the composition, must be considered and understood, otherwise it will not be possible to clearly understand and imagine the culture. Culture is of great importance in language learning and is a topic that cannot be ignored.

Thus, the objectives of teaching culture are: to increase learners’ general understanding; develop learners’ interests in culture, foreign language and their own language; to facilitate cross-cultural comparisons.

The next question will be about ways to incorporate culture into the foreign language curriculum. First we need to find some differences between local and foreign cultures. There are many differences between Turkmen and Western cultures. They mainly consist of the following aspects:

First, cultural differences in living conditions, differences in daily life and social communication; (they are the result of differences in habits and habits.) The rules of using words to address them, greet them, thank them, apologize, talk on the phone, etc. Second, there are cultural differences in psychology that stem from national consciousness and societal consciousness. They include expressions of values, ethics, and subtle and abstract ways of expressing emotions. Third, there are cultural differences resulting from differences in cultural development and accumulation of cultural heritage in history. Fourth, there are cultural differences in people’s attitudes, meaning that culture can be expressed through language. There are also other cultural traits that can represent culture without using language. (gestures, fingers, facial expressions and clothing).

Language learners must first familiarize themselves with their own culture. By studying their own culture, that is, their values, attitudes, and traditions, they are prepared to think objectively about the values, attitudes, and traditions of other nations.

In English culture, people can talk about different topics. When they start talking, they usually talk about general topics like the weather, sports, and the weekend. Although the short general conversations discussed are not important, they may prove important for the following reasons:

1. Short general conversations are helpful for those who want to get to know each other better.

2. According to some people, if a person can’t hold a social conversation, then he is considered unfriendly.

3. Short conversations help people feel comfortable, especially at the beginning of the conversation.

4. Short conversations can lead to more interesting, serious, and important conversations.

To discuss cultural differences, the following topics are more personal: money, age, religion, appearance (weight), some information about marriage. Commonly discussed topics include: weather, work, school, routine, weekend, vacation, family, home, food, education, travel, sports, and more.

In conclusion, we would like to emphasize that teaching culture, which is the main meaning of this article, should become an integral part of foreign language teaching. “Culture should be our message to learners, and language should be our environment” [3, p. 11]. Today, people from different cultures face misunderstandings. In order to avoid misunderstandings and develop empathy and understanding skills, teachers should provide learners with the right information about the culture and the foreign language. And it is achieved only when the culture is “installed” in the classroom. The main goals of cultural education include empathy for the cultural norms of any society, appreciation and knowledge of one’s own culture.

Access and Equity: Ensuring equal access to multimedia tools for all students can be a challenge, particularly in contexts with limited resources. Addressing this issue is crucial to maintaining inclusivity.

Overcoming Distractions: While multimedia tools enhance engagement, there is a need to balance interactive elements to prevent distractions that may impede the learning process.

Integration into Curriculum: Integrating multimedia tools effectively into existing language curricula requires careful planning and coordination among educators, administrators, and technology specialists.

Multimedia tools offer a plethora of benefits for enhancing the foreign language learning experience. By incorporating audio, video, and interactive content, these tools captivate learners’ attention, making the learning process more enjoyable and effective.

Videos, animations, and images provide visual representations of vocabulary and grammar concepts, allowing learners to visualize and connect with the language in a more tangible way. Additionally, audio recordings of native speakers offer valuable exposure to authentic pronunciation and intonation, helping learners develop fluency and accuracy in their spoken language skills.

Interactive activities and gamified elements introduce an element of fun and engagement into the learning process. Language learning apps and online games incorporate interactive exercises, quizzes, and challenges that cater to various learning styles, making the acquisition of foreign language skills more enjoyable and motivating.

Multimedia tools facilitate active learning by providing learners with opportunities to engage with the material in a hands-on manner. Interactive exercises, such as fill-in-the-blanks and matching activities, encourage active participation, while multimedia presentations allow learners to explore the language at their own pace, revisiting concepts as needed.

Multimedia tools offer a window into the cultures associated with the target language. Through videos, documentaries, and cultural artifacts, learners can gain insights into the customs, traditions, and values of the language community, deepening their understanding of the language itself.

Benefits of Multimedia Tools in Language Education:

1. Enhanced Engagement: Multimedia tools, including videos, interactive applications, and virtual reality, captivate learners’ attention, making the language learning process more engaging and enjoyable.
2. Improved Pronunciation and Listening Skills: Audio-visual materials help learners develop accurate pronunciation and listening skills by providing exposure to authentic accents and real-life conversations.
3. Cultural Immersion: Multimedia tools offer a window into the cultural context of the language being studied, allowing learners to gain a deeper understanding of customs, traditions, and societal norms.
4. Adaptability and Personalization: Interactive multimedia platforms can be tailored to individual learning styles, allowing learners to progress at their own pace and focus on specific language skills.

Numerous multimedia tools are available to support foreign language learning, each offering unique advantages. Interactive language learning apps provide personalized instruction and gamified exercises, while language learning websites offer access to a vast library of authentic content, including news articles, podcasts, and cultural videos. Additionally, virtual reality and augmented reality platforms are emerging as innovative tools for immersive language learning experiences.

The integration of multimedia tools into foreign language instruction has the power to transform the learning experience, making it more engaging, effective, and culturally enriching. By leveraging the power of these interactive and immersive tools, educators can empower learners to achieve fluency and confidence in their foreign language skills, while fostering a deeper appreciation for the cultures associated with these languages. As technology continues to evolve, we can expect even more innovative multimedia tools to emerge, further revolutionizing the way we teach and learn foreign languages.

Multimedia tools have emerged as powerful allies in the quest to make foreign language education more dynamic, interactive, and effective. Educators and institutions that strategically integrate these tools into their language programs stand to benefit from improved student engagement, enhanced language skills, and a broader cultural understanding.

Depending on the need to learn the language, the range of diversity in the use of methods and method-related materials in foreign language education and teaching is quite wide. Richards also focuses on the importance of requirements for the purpose of learning the language, based on this range of diversity in his study. It reveals the importance of determining the “learning purpose” of those who will learn a foreign language, the method to be applied, and the importance of this determination in achieving the goal. As an expert on the subject, his explanations and suggestions regarding the implementation of European language standards for effective teaching and learning with weekly learning periods, which he mentioned in the introduction of the study, are very important. These suggestions are about the successful and long-term acquisition of four basic skills in language teaching. It guides to raise the standard of language education with the view that in order to acquire these skills in the education system, foreign language education given in secondary school, high school and university should be complementary rather than repetitive. In this context, another important issue touched upon by Richards is that foreign language courses are different from the classical course structure in terms of requirements, functions and processability. At this point, he emphasizes that foreign language education courses should be evaluated independently of the purpose of language learning and pedagogically as a type of education. In the section where Richards discusses the history of foreign language learning and teaching (pp. It underlines that the actors who undertake the teaching are, according to the primary assumptions, bilingual people. However, as he stated, bilingual people have different experiences such as migration, marriage, duty, wandering, etc. There may be people who learned the language in natural conditions for various reasons. It is important that the method used by these people as a language teaching method automatically emerged as a translation-oriented teaching, a fact that cannot be ignored today.

People from different profiles who have not received training in language education programs also provide language education in the organizations or institutions they are part of. In addition, young people who graduate from language and literature departments, as is known, work as “foreign language teachers” in various educational institutions, even though they have not received pedagogical training. Lack of training in language teaching techniques automatically pushes these people to a “translation-oriented” approach. The importance of studies that will guide teachers in language teaching techniques, especially in this field, is increasing day by day.

In this context, Richards classified the methods applied for foreign language teaching in 22 separate sections by naming them under method titles. He discussed each of the methods under the headings -Method – Method and Technique – Course Material – Benefits of the Method – Criticisms of the Method. This method of presenting information about the subject makes it easier, especially for teacher candidates, to receive information and distinguish data. On the other hand, some details in the method of handling the subject are also remarkable. For example, under the title of “Method”, rather than the theoretical structure of the method, the history of its use is first mentioned, and therefore the reason for its emergence and function are discussed. This approach provides basic information about the relationship between “purpose and function” to the person who will teach a foreign language. Thus, it makes the information given under other subheadings more understandable. It is also instructive that the titles of the methods are given in German and English at the beginning of the text, so that the reader can conduct comprehensive research for his purpose. As in many scientific fields, naming concepts and phenomena other than German and English can sometimes cause conceptual and semantic confusion. This method of Richards makes it possible to both translate the methods into other languages and learn them in German and English.

Every teacher wants to make his lesson interesting and exciting, to ensure that the cognitive interest of schoolchildren and their creative mental activity develops. Students often ask: “Why learn a language?” The question is completely natural and simple for them, but very difficult for the one to whom it is asked. The answer should provide a lesson. Without seeing the purpose of their actions in the classroom, students perceive a foreign language as a certain thing in itself, until they have a motive for each speech or language action, for performing an exercise or task. Practical experience convinces us that the most important thing in teaching a foreign language is the motivation of students.

Students without motivation to learn simply do not exist. Any cognitive activity of students, along with operational components (knowledge, abilities and skills), also includes motivational ones (motive, interest, attitude).

In addition to desire, an object is needed that, responding to a need, would be a stimulator of activity and would give it a certain specific direction, that is, a motive is needed.

Modern psychologists and teachers are unanimous that the quality of an activity and its results depend, first of all, on the motivation of the individual, that is, his motives for activity (including motives, needs, goals, interests, desires). It is motivation that causes purposeful activity, which determines the choice of means and techniques, their ordering to achieve goals. Therefore, motivation is the trigger for all human activity, be it work, communication or cognition. The problem of motivation in learning arises in every school subject. However, the problem of motivation for learning foreign languages at the secondary stage of education is especially acute. Having an interest in the subject is an important condition for activating students’ cognitive activity in the learning process. The task of providing conditions for the generation and maintenance of interest falls on the teacher, who, to solve this problem, must turn to the experience of students in the learning process.

It is known that in order to achieve effectiveness in teaching a foreign language, it is necessary to widely use students’ emotions in this process. One of the areas of interest for teenagers is music. But usually the teacher saves the songs either for the end of the lesson or uses them as a reward for good work.

Songs often have no place in the learning process itself, but are seen only as a way to relax. Moreover, if, for example, a topic in a textbook ends at the end of the year, it is the songs that “fall out” from the learning process. The teacher may explain this by lack of time for entertainment. However, this type of activity has serious goals. It is necessary to note the dense, accessible and systematized way of presenting grammatical material in songs, which does not lead to students getting tired of theoretical material and contributes to the simultaneous development of grammatical phenomena.

Working on a song develops listening and translation skills, since the song touches on vital issues, it introduces vocabulary, performing a communicative function. What is most important is that a song, like any literary text, provides “living” grammatical structures, that is, grammar in action.

No less important is the fact that using a song in a foreign language lesson helps the student realize that he needs a foreign language now, and will not need it sometime in the future – after all, as a rule, children show interest in modern English-language music and lyrics.

In the schools of ancient Greece, many texts were learned by singing, and in elementary schools in India, the alphabet and arithmetic are still taught by singing.

Learning and performing short songs with a simple melodic pattern and frequent repetitions helps to consolidate the correct articulation and pronunciation of sounds, the rules of phrasal stress, rhythm features, etc. In a foreign language lesson, you can use songs, if possible, at all stages of the educational process:

• for a stronger consolidation of lexical and grammatical material;

• for phonetic exercises at the initial stage of the lesson;

• as an incentive for the development of speech skills and abilities;

• as a kind of relaxation in the lesson, when students need relaxation, relieving tension and restoring performance. The purpose of relaxation is to relieve tension, give children a little rest, evoke positive emotions and a good mood, which leads to improved learning. A good type of relaxation is a song, which provides students with the opportunity not only to relax, but also serves to develop grammatical, phonetic, and lexical skills.

Strong memorization of song lyrics is facilitated by a complex of factors such as rhyme, mode, tonality, and melody. Numerous repetitions, characteristic of the song genre, contribute to easy and involuntary memorization of lexical and grammatical structures, thereby increasing the effectiveness of training.

According to teachers, an important stage of work is self-control, which activates the feedback mechanism, helps to increase students’ responsibility, optimize their language acquisition and, as a result, significantly improve motivation and academic performance.

Modern, popular songs among young people can also stimulate conversations and discussions. Based on the song text, you can discuss the problems of young people, getting acquainted with the characteristic features of their life abroad. You can invite the students themselves to bring them to the lesson in recordings. It is desirable that they be interesting in content and stimulate students to further discussion, expressing their attitude to the song, its content and performance. You can work with songs the same way as with texts.

They must meet certain requirements, namely:

• be authentic, accessible in information and language terms, emotional, problematic and http://www.tilt.tci;

• meet the age characteristics of students.

The use of songs in the target language continues to be http://www.tilt.tc at the intermediate stage of teaching foreign languages for the following reasons:

• song materials are diverse not only in content, but also in terms of the linguistic information they contain. The songs represent all speech genres (story, description, reasoning), they contain direct and indirect speech, they demonstrate examples of different functional styles of speech from colloquial to sublime;

• students become familiar with the culture of the country of the language they are learning, since students, according to psychologists, are especially sensitive and receptive to foreign culture;

• when working with this unique linguistic and cultural material, a good prerequisite is created for the comprehensive development of the student’s personality;

• the same song material can be used to achieve different learning goals depending on the tasks performed on its basis, that is, songs have the property of complex multi-purpose use;

• various components of song materials (music, lyrics, legends) can be used as a support for teaching;

• unlike other audio materials, which require listening to a maximum of three times, songs, as a rule, are subsequently learned by heart by students.

It should also be noted that the advantage of using songs in foreign language lessons is that songs help easier and more durable assimilation and expansion of vocabulary, since song texts include new words and expressions. In songs, already familiar vocabulary is encountered in a new contextual environment, which contributes to its activation. Songs often contain proper names, geographical names, realities of the country of the language being studied, and poetic words. This helps students develop a sense of language and become familiar with stylistic features.

The duration of work on a song depends on the desire, imagination, and preparation of the teacher and students. It is absolutely not necessary to take both grammatical and lexical material in the same lesson. This can be done over 5-6 lessons. Moreover, it is always necessary to take into account the level of knowledge of students in a foreign language, their interests and emotional state.

To summarize, it should be concluded that the presence of a desire to learn a foreign language in itself does not provide positive motivation. Motivation must be supported by students’ interest in performing educational activities. Therefore, one of the main tasks of a foreign language teacher is to maintain students’ interest in the subject. Many methodologists and psychologists give special preference to song as one of the effective and intensive methods of teaching a foreign language, since it is song that allows one to achieve high results in the learning process, bringing joy to students and contributing to their cultural development and aesthetic education. Song is one of the most powerful motivating factors when learning such complex material as grammar. According to research, the use of intensive methods is more productive compared to traditional methods of mastering grammatical material. Thanks to the song, students deepen their knowledge of English grammar and vocabulary, develop auditory pronunciation skills, improve them, and improve accuracy in articulation, rhythm and intonation. With proper organization of work with a song, it can be organically introduced into the lesson, being an integral part of it and contributing to the effective teaching of a foreign language.

The role of linguistic diversity in early public opinion, for example in the following official documents:

I. UNESCO Universal Declaration on Cultural Diversity, 2001.

• preservation of linguistic heritage and minor self-expression, creativity and dissemination of ideas in the greatest possible relation to languages;

• encouraging the study of linguistic diversity – while maintaining the mother tongue – at all levels of education wherever possible, as well as multiple languages from a very early age;

• expansion of linguistic diversity in cyberspace, as well as almost universal access through global networks to any information in the public domain.

II. Convention for the Safeguarding of the Intangible Cultural Heritage, 2003. Everyday use and transmission from generation to generation of all forms of intangible heritage – information about the world regarding customs and rituals, from performing arts to knowledge and skills, limitations to temporary crafts – respect for language. In the field of traditional traditions and forms of expression, language is not just a carrier of intangible heritage, but forms its basis.

III. Convention on the Preservation and Promotion of Diverse Cultural Expressions, 2005. The introductory section argues that linguistic diversity is a fundamental component of cultural diversity. In connection with this topic, measures aimed at protecting and promoting the diverse forms of cultural expression that are adopted by participating participants, the proposal also recommends the adoption of provisions, broadband language, effective in connection with cultural territory, the exchange of goods and services.

Back in the 18th century. French philosopher F. Voltaire said that “to know many languages means to have many keys to one lock.” The great German thinker J. Goethe, noting the interconnection of languages, said: “Whoever does not know foreign languages does not understand anything in his native language.” Valuable thoughts on the issues of studying foreign languages, which are expressed in the statements of foreign and domestic teachers and thinkers: F. Engels, K. Marx, M.V. Lomonosov, D.I. Pisareva, K.D. Ushinsky, N.K. Krupskaya, M.I. Kalinina, V.A. Sukhomlinsky, L.S. Vygotsky, L.V. Shcherby, I.L. Bim, I.A. Winter, N.D. Galskaya and others, who highlight the role of language in supporting the individual, his intelligence, morality and spirituality. This is due to the respected sheisha and the decisive role of a foreign language in the development, first of all, of a person’s thinking ability. Knowledge of foreign languages contributes to penetration into past peoples, knowledge of their present, and anticipation of the future; helps to appreciate the masterpieces of world culture and improve the philological training of students [1].

A foreign language is objectively a principle of integrity, therefore its inclusion in the higher education program is a social order of society. A foreign language, like a native language, does not exist in isolation in society and cannot

live your life. It is closely connected with all spheres of society: economics, politics, art, education, military sphere, etc., etc., a reflection of the mentality and culture of the country it represents [2].

Learning a foreign language is not as simple as it might seem at first glance. This is a long and complex process that requires a lot of time and progress. Attentiveness and caution, promoting increased motivation in learning foreign languages. Some of them are practically. Others are intellectual in nature. Still others may seem sentimental. Let’s consider the factors that provoke the study of foreign languages [3].

1. Work – knowledge of a foreign language helps you find a more promising job, get a promotion, leadership on a business trip in another country, conclude lucrative contracts, increase sales… In any area of our activity – education, industry, commerce, developing tourism, computer technologies. technologies. technologies, etc. d. – knowledge of foreign languages will be useful.

2. Science – if you know a foreign language, you can glean useful information from foreign sources and have access to more extensive knowledge. In the context of expanding ties with foreign countries and the internationalization of scientific knowledge, a well-organized system of international information is of particular importance, the normal functioning of which is unthinkable without specialists who actually speak foreign languages, who are able to quickly extract information from foreign sources without a translator, present it in their native language and use it in scientific work. Teaching foreign languages has become a social order of society and a necessary condition for the effective work of scientific and scientific-technical intelligentsia.

3. Study – Russia’s entry into a single educational space opens up new prospects for studying abroad. Culture – literature, feature films, television programs, music belonging to the culture of a particular country will become even more accessible if you know the language.

4. Emigration – with knowledge of a foreign language, the process of adaptation and integration into the local society is easier and faster.

5. Travel – distances are no longer a hindrance, as they were in the last century. Everyone travels and communicates. Even minimal knowledge of a foreign language helps to “hold out” in a foreign country: buy food or tickets, get to the right place, communicate with new people.

6. Religion – missionaries and other religious leaders study foreign languages in order to preach their teachings throughout the world. It should be noted that missionary organizations played an important role in the preservation of many languages, as well as in the creation of their written systems.

7. Personal motives – international marriages (knowing the language simplifies communication), returning to the roots (for example, teaching the language to children to preserve family traditions or to preserve the language), friends (knowing the language will simplify communication, help to better understand another way of thinking), hobbies ( perhaps you like the sound of a particular foreign language, the way it is written or sung in it; once you learn the language, you will be able to enjoy it to the fullest).