Аннотации:
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.
