THE COMMUNICATIVE AND SOCIOCULTURAL FEATURES OF TEACHING FORMAL COMMUNICATION IN ENGLISH

This study explores the communicative and sociocultural features of teaching formal communication in English, emphasizing their integration to enhance language proficiency and cultural awareness in global contexts. Drawing on communicative language teaching (CLT) and sociocultural theory, the research addresses gaps in traditional grammar-focused approaches by promoting task-based activities, intercultural competence, and inclusive practices. A mixed-methods design was employed, combining a systematic literature review with semi-structured interviews of five EFL teachers from a public school in Uzbekistan. Thematic analysis of interview data revealed that communicative features, such as task-based learning and fluency-building role-plays, foster practical skills, while sociocultural elements, including cultural norms and power dynamics, improve relational dynamics and reduce misunderstandings. Integration of these features was shown to boost learner engagement and effectiveness in formal interactions. Findings underscore the need for holistic pedagogy that blends linguistic mechanics with cultural sensitivity, contributing to EFL education by offering strategies for curriculum development and teacher training.