Development of linguocultural competence in teaching a foreign language

Abstract

Relevance. Teaching a foreign language is associated with the assimilation of a number of educational competencies, including linguoculturological, it performs a system-forming function in learning the basics of a foreign communicative culture by students. In this regard, the programmes/technologies of mastering a foreign language by students are focused on optimising practical activities, considering the resources of intercultural dialogue, and reducing the risks of communication barriers. However, in scientific practice, there is a pronounced shortage of systematic studies concerning the problem of the development of linguocultural competence among foreign language learners. These circumstances determine the relevance of studying the stated problem. Purpose. The purpose of the study is the theoretical analysis and systematisation of scientific and methodological data, the implementation of a linguocultural approach in teaching foreign languages. Methodology. For an in-depth study of the stated problem, general scientific logical methods and methods of cognition were used. In particular, the analysis and synthesis of the material under study, induction and deduction were used as methods of clarifying scientific conclusions and expanding ideas about the possibilities of a linguoculturological approach in teaching foreign languages. Results. The study presents scientific data on the application of the linguoculturological approach in teaching foreign languages, considering various aspects of its application within the framework of the personality-oriented vector of the development of students' communicative competencies. Conclusions. The obtained scientific data on the application of the linguoculturological approach in teaching foreign languages allow considerably optimising the assimilation of the methodological foundations of successful intercultural interaction, choosing the optimal ways of applying knowledge in a multicultural dialogue by students. Furthermore, the theoretical developments of this problem can be used in choosing the optimal strategies for increasing the professional motivation of students studying foreign languages.