TALABALARNING MADANIYATLARARO KOMPETENSIYASINI RIVOJLANTIRISHDA QIYOSIY TOPONIMIKANING O‘RNI: ANDIJON VILOYATI VA NORFOLK GRAFLIGI MISOLIDA
COMPARATIVE TOPONYMY AS A RESOURCE FOR DEVELOPING STUDENTS’ INTERCULTURAL COMPETENCE: THE CASE OF ANDIJAN REGION AND THE COUNTY OF NORFOLK
Annotatsiya: Maqolada ingliz tilini o‘rganayotgan oliy ta’lim talabalarida madaniyatlararo kompetensiyani rivojlantirishda qiyosiy toponimikaning pedagogik imkoniyatlari tadqiq etilgan. Andijon viloyati va Norfolk grafligi (Buyuk Britaniya) joy nomlarining lingvistik tahliliga tayangan holda toponimlar jamiyatning landshafti, tarixi, ijtimoiy tuzilishi va qadriyatlari haqidagi ma’lumotni saqlovchi ixcham madaniy matnlar ekani asoslangan. Auditoriyada qiyoslash uchun nomlanish motivlarining tipologiyasi (gidronimik, topografik, antroponimik va etnonimik, ijtimoiy-tarixiy, baholovchi) taklif etilgan. Ikki hududning semantik jihatdan parallel toponimlarini qiyoslash talabalarni o‘z madaniyatini anglashdan boshqa madaniyatni tushunishga va madaniyatlararo muloqotga olib borishi ko‘rsatilgan. Etimologik izlanish, qiyosiy xaritalash, qadriyatlar bo‘yicha refleksiya va ingliz tilida taqdimotdan iborat topshiriqlar ketma-ketligi taklif qilingan. Qiyosiy toponimika milliy o‘zlikni shakllantirish bilan umuminsoniy qadriyatlarga ochiqlikni uyg‘unlashtiruvchi samarali lingvokulturologik manba bo‘la olishi xulosa qilingan.
The article examines the pedagogical potential of comparative toponymy for developing intercultural competence in university students who study English. Drawing on linguistic analysis of place names in Andijan region (Uzbekistan) and the county of Norfolk (United Kingdom), the study argues that toponyms are compact cultural texts that preserve information about landscape, history, social structure and values of a community. A typology of motivational models of naming (hydronymic, topographic, anthroponymic and ethnonymic, socio-historical, evaluative) is proposed as a basis for classroom comparison. The article shows how comparing semantically parallel toponyms of the two regions helps students move from awareness of their own culture to understanding of another culture and, further, to intercultural dialogue. A sequence of learning tasks is offered: etymological inquiry, comparative mapping, value reflection and presentation in English. It is concluded that comparative toponymy can serve as an effective linguocultural resource that integrates the formation of national identity with openness to universal values.