Ministry of higher and secondary special education of the republic uzbekistan state world languages university

6.2. Typology of cultural concepts of English and Native 
languages 
 
 
 
 
 
 
Traditionally, theculture was understood in terms of formal or "high" culture 
(literature, art, music, and philosophy) and popular or "low" culture. From this 
perspective, one main reason for studying a language is to be able to understand 
and appreciate the high culture of the people who speak that language. The pop 
culture is regarded as inferior and not worthy of study.
Some scientists define culture as an integrated pattern of human behavior 
that includes thoughts, communications, languages, practices, beliefs, values, 
customs, courtesies, rituals, manners of interacting and roles, relationships and 
expected behaviors of a racial, ethnic, religious or social group; and the ability to 
transmit the above to succeeding generations. 
In this understanding of "deep culture," language and culture are integral to 
one another. The structure of language and the ways it is used reflect the norms 
and values that members of a culture share. However, they also determine how 
those norms and values are shared because language is the means through which 
culture is transmitted. 
The communicative competence model is based on this understanding of the 
relationship between language and culture. Linguistic, discourse, sociolinguistic, 
and strategic competence each incorporate facets of culture, and the development 
of these competences is intertwined with the development of cultural awareness. 
Key points for discussion: 

Lingua culture in linguistics. 

Understanding culture and language. 

Cultural concept in compared languages.
 

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"The exquisite connection between the culture that is lived and the language that is 
spoken can only be realized by those who possess a knowledge of both" [National 
Standards in Foreign Language Education Project, 1999, p. 47]. 
According to