Abstract
This methodological paper proposes a sequence of cultural comparison tasks to support the development of linguocultural competence in grades 7 and 8 EFL classrooms in Uzbekistan. Drawing on intercultural language education and the CEFR Companion Volume, the sequence brings together observation, comparison, interpretation, communicative application and reflection. Two illustrative tasks focusing on daily routines and invitations show how contextual evidence can guide learners’ interpretations and language choices. Formative feedback addresses four dimensions: cultural understanding, interpretation, pragmatic communication and reflection. The proposed approach connects classroom activities with observable learner responses while recognizing variation within cultural communities. It provides a framework for classroom adaptation, with further research needed to assess its feasibility and effectiveness.
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