SOME ISSUES RELATED TO THE TEACHING OF CULTURE IN ENGLISH TEACHING

. The article examines the issue of integrating the socio-cultural aspect of English language teaching, and recommends that students be given a minimum of necessary knowledge about the great artistic and intellectual achievements and realities of the country where the language is studied. Culture education teaches students to behave like locals in certain situations, to systematically compare foreign culture and their own culture, to get acquainted with the traditions, value system, verbal and non-verbal norms of behavior in the socio-cultural space in which they speak. it is concluded that it allows to master the learned language more perfectly.

The study of the sociocultural aspect of a foreign language, especially English, which is the world's main lingua franca in the age of globalization, is an absolute requirement for higher education institutions operating in the European educational space. This requires students to master the norms of verbal and non-verbal behaviour in the socio-cultural space in which their speakers live and use language as a real means of communication.
Learning to coexist in an increasingly globalized environment such as ours requires acquiring skills and values that allow all human beings to live in a context strongly marked by cultural and linguistic diversity. This diversity no longer characterizes only societies that we once considered distant, it is now part of our daily lives since, within our own home, our life is permeated by what is other and different.
This phenomenon is due, on the one hand, to the growing predominance of new information technologies which allow us to come into contact with worlds of different THEORY AND PRACTICE OF SCIENCE: KEY ASPECTS 222 cultures and languages, and, on the other hand, with the displacement of populations, also increasing, of individuals from regions and countries other than our own. İn this sense, speaking differently is not just about speaking different languages, with different sounds, a different lexicon, and a different grammar. İt is a question of differences at the level of communicative habits, communicative behaviors. We cannot insist enough on the existence of communicative behaviors which differ from one language-culture to another. However, if the ways of speaking of one group are opposed to those of another, it is in the final analysis because the two groups respector rather tend to respectdifferent communicative norms.
We must link the ethics of understanding between people with the ethics of the planetary age which calls for globalizing understanding. The only true globalization that would be at the service of mankind is that of understanding, of the intellectual and moral solidarity of humanity.
Cultures must always learn from each other. Understanding means constantly learning and re-learning.
Learning a foreign language is, for the most part, a way to communicate with another. It is also a way to gain access to one's culture. The first objective of any teaching/learning process of a foreign language is to have the ability to communicate in everyday situations by integrating the cultural dimension in the classroom.
According to Beacco J-C "knowledge of foreign languages is a means or even a privileged access to other cultures" [1, p.15].
It is therefore important for a learner to acquire cultural competence in a foreign language for this communication to be successful. The cultural dimension of teaching / learning English is indisputable. And didactic scientists insist more and more on the interdependent character of the "language" and "culture" binomial.
As a result, the cultural dimension of the language is a reality that can no longer be denied. To approach or even to speak about it only shows the evidence of this fact. However, the reality becomes quite different in language classes because at this moment in the teaching-learning of English at the university in Azerbaijan it would be a question of bringing together two phenomena which, even if they are linked, each have different characteristics: language in its linguistic and cultural dimensions SCIENTIFIC COLLECTION «INTERCONF» | № 49 223 on the one hand, and culture in its essentially social dimension on the other. This means that if the relationship between language and culture seems obvious to teachers, we could not say the same when we consider them in the teaching of English. This principle is never implemented in language classes. and, in effect, they remain separate. Kramsch C reminds us that culture is not just about knowing the institutions and traditions of a society. It is, she tells us, "a principle that is realized through and as the teaching of the forms of language and the transmission of cultural information" [2, p.6].
Are there learning strategies that facilitate the acquisition of foreign cultural values? Should we go back to school, take language courses? The result will often be disappointing. Even after a long period of learning in a school situation, there is a risk that the values of a foreign culture are only superficial at best. Most teachers do not spend much time on this and very little relevant guidance can be found in the majority of language methods and textbooks.
According to different authors, the words "Culture" and "civilization" can have opposing relations of complementarity or equivalence. Today it is the term "culture" that is used the most in language teaching as a synonym for "civilization". The definition adopted by the World Conference on Cultural Policies (Mexico City 1982) is as follows: "culture": all the distinctive, spiritual and material, intellectual and emotional traits which characterize a society or a social group. What kind of "culture" should be taught in the language of a country?
The culture of a country is: its intellectual and artistic news and heritage; its different forms of organization with the corresponding institutions; its deep identity as it appears mainly in its physical geography, its history, and its art; Thus, the integrative integration of the sociocultural aspect into the teaching of English allows students studying English for professional purposes to get acquainted