CC BY
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СИМВОЛ НАУКИ ISSN 2410-700X № 12 / 2018.
ПЕДАГОГИЧЕСКИЕ НАУКИ
УДК-37
Ветошкина Е. Н.
канд. филол. наук, доцент Колхонен Н.В.
студент
ФГБОУ ВО «Мордовский государственный педагогический институт им. М.Е. Евсевьева» г. Саранск, Республика Мордовия E-mail: nkolxonen@mail.ru
THE CONCEPT OF SOCIO-CULTURAL COMPETENCE AND ITS ROLE IN EDUCATION OF FOREIGN LANGUAGE
Abstract
In the article discussed the concept of socio-cultural competence and intercultural communication. Also this article deals with the purpose of learning a foreign language through the prism of culture and the problem of possessing socio-cultural knowledge for successful communication with representatives of other cultures is also touched upon.
Key words
Сommunicative competence, learning purpose, foreign language, culture, international contact, intercultural communication.
Language cannot be studied in isolation from extralinguistic problems and, above all, from the culture of the society that speaks the language, because language is a product of the development of society and the carrier of its culture. Even with a sufficient or high level of language competence, the effectiveness of communication in a foreign language can be reduced due to lack of knowledge about non-linguistic reality. The growth of international contacts, both at the domestic and professional level is another indication that the teaching of a foreign language should be conducted not only on the way of studying the phonetic-lexical-grammatical system, but also the content of the subject, i.e. all that is connected with the culture and civilization of the country of the language being studied. When learning a foreign language, there should be not just a process of understanding the "foreign" culture, but interaction and "dialogue" of cultures.
In cultural anthropology, the relationship between different cultures is called "intercultural communication". V. p. Furmanova defines "intercultural communication" as an exchange between two or more cultures and products of their activities carried out in different forms [6, c. 5].
Considering intercultural communication through the category of communication, we can say that the generic concept is the interaction of cultures. The idea of the dialogue of cultures is widely represented in various fields of knowledge and is reflected in the concepts of M. M. Bakhtin, D. S. Likhachev, A. F. Losev, N. I. Conrad. Culture is potentially multidimensional, and its actualization occurs only in contact with another [6, c. 6].
In the process of intercultural communication there is an interaction
cultures, their actualization and manifests the General and specific of each culture as a system as a whole [6,
c. 6].
The study of any new language for a person should be aimed at developing the ability to "allow the individual to realize himself within the framework of the dialogue of cultures, i.e. in the conditions of intercultural communication". This ability is called intercultural competence [2, c. 32]. Intercultural competence has the following structural components: 1) affective; 2) cognitive; 3) strategic. The main components of the affective component are empathy and tolerance. The cognitive component is based on the synthesis of knowledge about the
СИМВОЛ НАУКИ ISSN 2410-700X № 12 / 2018.
native culture and culture of the country of the studied language, as well as General knowledge about culture and communication. The strategic component includes student verbal, learning and research strategies.
In the context of the intercultural paradigm, the modern goal of teaching foreign languages is understood as an integrative whole. The goal integrativity is manifested in the organic mutual complement of intercultural and communicative competences. According to N. D. Galskova, the principal conclusion is that the formation of the first competence is possible only under the condition of the development of the second [2, c. 35].
According To I. L. BIM, communicative competence is the ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers [1, c. 7].
Communicative competence as a multidimensional phenomenon consists of several competencies. There are several variants of models of communicative competence, reflecting different views on its components. In General, domestic and foreign researchers identify a number of complementary components, the study of which showed that many components of these models are equivalent, and the content of communicative competence remains generally unchanged.
According to V. V. Safonova, foreign language communicative competence consists of linguistic, speech and socio-cultural competence [5, c. 23].
In the European standard on foreign languages the structure of communicative competence is represented by linguistic, discursive, sociocultural, sociolinguistic, strategic and social competences [3, c. 109]. Many scientific works are devoted to the characteristic of social and cultural competence. The European standard for the study of foreign languages defines sociocultural competence as an aspect of communicative ability relating to those special features of society and culture that are expressed in the communicative behavior of members of society [3, c. 156].
Under the socio-cultural competence of a number of researchers understand the knowledge of the sociocultural context of the language and the experience of using this knowledge in the process of communication (I. L. BIM, P. V. Sysoev). Socio-cultural competence as the ability to compare co-studied linguistic and cultural communities, interpret intercultural differences and act adequately in situations of violation of intercultural interaction is considered in the works of V. Safonova [4, c. 42].
This study proposes the following as a working definition: socio - cultural competence is the ability to operate a system of socio-cultural knowledge and skills in the implementation of communication in a dialogue of cultures, that is, at the intercultural level.
Sociocultural competence is a complex concept and includes a set of components belonging to different categories. Traditionally, there are the following components of socio-cultural competence, the development of which through the teaching of foreign languages can and should be effective:
1. Linguistic-cultural component.
2. Sociolinguistic component. Language features of social strata, representatives of different generations, genders, social groups, dialects.
3. Socio-psychological component.
4. Cultural component.
Given the fact that any experience acquired by a person only in the activity, the learning process aimed at developing the ability to authentic intercultural communication, should be considered as a process of acquisition of students ' individual experience of communicating with someone else's linguoculture. This means that the content of this process is a " foreign world "and a foreign language is in this case a means of" image " of this world.
Sociocultural competence is a component of foreign language communicative competence. And the formation of socio-cultural knowledge and skills is one of the important goals in teaching a foreign language Thus, mastering a foreign language without familiarizing with the culture of the country of the studied language can not be full.
References
1. BIM, I. L. Teaching foreign languages: search for new ways / I. L. BIM / / IYASH-1989. - № 1. - P. 53-58
2. Galikova, N. D. the Theory of teaching foreign languages. Linguodidactics and methodology / N. D. Galikova, N. I. GEZ. - 6th ed.,- M.: Academy, 2009. - 182 p.
3. Common European framework of reference for languages: Learning, teaching, assessment / ed. by K. M.
СИМВОЛ НАУКИ ISSN 2410-700X № 12 / 2018.
Iriskhanova. - M. : Moscow state linguistic University, 2005. - 247 p.
4. Safonova V. V. communicative competence: modern approaches towards multi-level description in a methodical order: monograph / V. V. Safonova, M. : Euroschool, 2004. - 236 p.
5. Safonova, V. V. cultural Studies in the system of modern language education / V. V. Safonova // Foreign languages at school. - 2001. - № 3. - P. 17-24.
6. Furmanova, V. p. Intercultural communication in theory and practice of teaching foreign languages at the University: monograph / V. p. Furmanova. - Saransk, 2009. - 164 p.
© BeTomKHHa E. H., KonxoHeH H. B., 2018
УДК-37
Колхонен Н. В.
студентка 4 курса ФГБОУ ВО «Мордовский государственный педагогический институт им. М.Е. Евсевьева» г. Саранск, Республика Мордовия E-mail: nkolxonen@mail.ru
THE PLACE OF LINGUISTIC-CULTURAL COMPONENT IN THE CONTENT OF TRAINING AND MOTIVATIONAL INCENTIVE TO LEARN A FOREIGN LANGUAGE
Abstract
The article considers the place of linguistic-cultural component in the content of education. The article also provides examples of motivational incentives aimed at improving their level of language proficiency.
Keyword:
foreign language, linguistic-cultural approach, teaching methods, interdisciplinary communication, linguistic realities
Among the objectives of teaching a foreign language at the basic level is the formation of students ' respect for other peoples and cultures, readiness for business cooperation and interaction, joint solution of human problems, education of students a positive attitude to a foreign language, culture of the people speaking a particular language. Education by means of a foreign language involves knowledge of the culture, history, realities and traditions of the language, the inclusion of students in the dialogue of cultures, familiarity with the achievements of national cultures in the development of human culture, awareness of the role of the native language and culture of another people [1, p. 45].
When teaching a foreign language culture, it is important to highlight the following tasks:
1) to determine the minimal amount of cultural material;
2) to identify what kind of culture corresponds to the objectives of learning a foreign language in a particular situation;
3) to select and present the material corresponding to these purposes;
4) to form students ' skills of cultural awareness»;
5) to form students ' idea that no culture is static;
6) immerse them in "cultural" activities.
To solve these problems, the teacher should be familiar with the relevant manuals, books, reference material, encyclopedias. Today we have a huge access to this type of information: television, press, radio, training sessions, Internet resources. Teachers try to attract additional interesting linguistic and cultural materials, encourage students to self-search for such materials much earlier than provided by the program, organize the lessons work
