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with inclusion of original author's techniques, courses and textbooks, personal experience of the teacher.
Thus, training of the foreign student who will be future expert in the sociocultural environment is determined by all components of structure of the personality which treat: its orientation (the purposes, motives, installations, interests, prospects), character as system of
Библиографический список / References
the relations (to the world around, to activity, to other people and to himself); temperament (the psychological feature expressing dynamics of mental processes); abilities (organizing, professional, art and creative), and also emotional and sensual and strong-willed components, polycultural educational space of higher education institution.
1. Bondarevskaya E.V., Kulnevich of S.V. Pedagogics: the personality in the humanistic theories and educational systems: Tutorial for students of higher educational institutions and secondary schools. Rostov on Don: Creative center "The teacher", 1999.
2. Kurganskiy S.I. Intensification of development of educational system of higher education institution (on the example of higher education institutions of arts and culture). Belgorod: Publishing house of BELGIK, 2005.
3. The state educational standard of higher education in the field of culture and arts. Specialty 053100 socio-cultural activities. M., 2002.
Статья поступила в редакцию 21.09.18
УДК 378
Senyukova O.V., Cand. of Sciences (Pedagogy), senior lecturer, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
Е-mail: [email protected]
Khabarova K.V., senior teacher, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
E-mail: [email protected]
Bolshakova N.V., teaching assistant, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
E-mail: [email protected]
FEATURES OF FORMING ETHNOCULTURAL COMPETENCE AMONG FOREIGN STUDENTS IN THE PROCESS OF RUSSIAN LANGUAGE TEACHING. The authors of the article consider questions of how to form ethnocultural competence as the most important component of foreign students training the culture of speech communication and as the basic component of their language training. The authors of the paper study ethno-cultural component in the process of foreign students' teaching the Russian language. The authors consider this component as one of the fundamental in the training system of the highly qualified specialists, who have mastered the other cultural values and who are ready to full-fledged communication not only in the professional sphere, but in the socio-cultural sphere as well.
Key words: ethno-culture, culture of speech communication, laws of interpersonal interaction, language picture of the world, study of language and culture, cross-cultural communication.
О.В. Сенюкова, канд. пед. наук, доц., Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
К.В. Хабарова, ст. преп., Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
Н.В. Большакова, ассистент, Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЭТНОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ У ИНОСТРАННЫХ УЧАЩИХСЯ В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ
В статье авторы рассматривают вопросы формирования этнокультурной компетенции, которая, с их точки зрения, является наиболее важным компонентом процесса обучения иностранных студентов культуре речевого общения и фундаментальным компонентом обучения студентов иностранному языку. В данной статье авторы исследуют этнокультурный компонент в процессе обучения иностранных учащихся русскому языку как один из основных в системе подготовки высококвалифицированных специалистов, усвоивших инокультурные ценностные ориентиры и готовых к полноценному коммуникативному взаимодействию не только в профессиональной деятельности, но и в социокультурной среде.
Ключевые слова: этнокультура, культура речевого общения, законы межличностного взаимодействия, языковая культура мира, соизучение языка и культуры, межкультурное общение.
The modern linguistics, for which the deep interest in the questions of the relationship between the language and consciousness, the way of thinking of the people, recognizes the importance of studying the language picture of the world. It is necessary for understanding of the specifics of the national concept sphere. Also, it approves the need of studying of the language with the orientation to the acquisition of linguacultural information, proves efficiency of studying of any foreign language in the parallel with the knowledge of ethno culture.
The term "ethnoculture" has appeared as a speech version of the term "ethnic culture". It was widely adopted at the end of the XXth century. It is actively used instead of the terms folklore, national culture, traditional culture, culture of the ethnos. These concepts are close, but are not identical. The folklore is the part of the ethnoculture as the set of types of the traditional folk arts including spiritual and material forms. In the term "national culture" the attention is focused on social component, but not on the ethnic. In modern folklore studies and cultural science, it is more correct to understand national culture as the culture of workers whose structure changed in the historical process. In the traditional society the structure is simpler (farmers, hunters, fishers, handicraftsmen, dealers) and in the industrial and
post-industrial society it is more complex. The national culture absorbs the traditional layer and the modern layer. Some culturologists do not distinguish concept of ethnic culture and culture of ethnos, others differentiate them. The culture of the ethnos represents wider concept in which the phenomena of actually ethnic culture and the features extended among many ethnoses or peculiar to all mankind. Its assimilation usually happens with the creative adaptation and transformation inside this ethnos. The structure of the culture of the ethnos includes the oral unrecorded traditions and the professional traditions recorded by means of different languages, also the culture of different social groups of this ethnic community in its historical development. Presently the culture of the ethnos can be identified with national culture as later phase of development of the ethnic culture.
Thus, we understand as ethnoculture "the set of the traditional values, the relations and the behavioral features embodied in material, spiritual, social activity of the ethnos (in our case of the Russian people), which have developed in the past, developing in the historical sociodynamics and constantly enriching with the ethnic specifics culture in various forms of self-realization of people" [1, c. 775].
The complex of the objective notions and knowledge of other ethnoculture allowing to choose the corresponding models of interaction with the representatives of this culture makes ethnocultural competence.
The concept "ethnocultural competence" is new to our reality therefore has no monosemantic treatment. N.M. Lebedeva defines this concept as the set of knowledge, ideas of other cultures which are implemented through skills, installations, behavior models which provide effective interaction with representatives of these cultures [2, с. 116]. T.G. Stefanenko considers that ethnocultural competence is not only positive relation to existence in society of various ethnocul-tural groups, but also ability to understand their representatives, to interact with the representatives from the other cultures [3, с. 103].
From the position of pedagogics L.V. Konovalova considers ethnocultural competence as the integrative professional and personal quality of the specialist and citizen which is expressed in the set of knowledge of ethnocultural reality, tolerant installations on communication with the people of different nationalities, tactful and sympathizing abilities to respond to the interests and acts of people of other ethnic cultures, readiness effectively and creatively to carry out professional activity in the conditions of polyetnich society on the basis of cross-cultural dialogue, ability to the adequate choice of decisions in concrete situations of interethnic interaction [4, с. 114].
A.B. Afanasyeva claims that ethnocultural competence is the integrated feature of the personality which is expressed in the set of total representations, knowledge about native and also about nonna-tive ethnocultures, experience of mastering of ethno cultural values, ability to dialogue of cultures, to culture comparison. That is shown in knowledge, abilities, skills, behavior models of a person [5, с. 41].
The researcher T.V. Poshtareva defines ethnocultural competence as the feature of the personality which is expressed in the set of objective knowledge of this or that ethnic culture, implemented through the abilities, skills and behavior models promoting effective interethnic mutual understanding and interaction. At the same time knowledge is considered as the activity bases realized for achievement of interethnic mutual understanding and interaction [6, с. 238].
So, ethnocultural competence is the feature, quality of the personality which maintenance makes not only set of ideas of specifics of nonnative culture, but also ability to apply the gained knowledge in practice of interaction with representatives of this culture, considering their features.
In our opinion one of the most important problems of training foreign students in Russian language is formation of ethnocultural competence. The internal target orientation of formation of ethno-cultural competence is not only that the student has to be "holder" of actions of knowledge in the field of ethnoculture and interethnic interaction, but also their active user, that is he should not arrange his behavior under other people and circumstances, but creatively interact with them. Ethnocultural competence assumes presence of such volume of knowledge and abilities which is necessary not only to adapt to realities of the other cultural environment, but also to be active to work in it.
The process of formation of ethnocultural competence of foreign students will not be effective without the next objective and subjective moments:
1) the readiness of the foreign student to adhere to cultural traditions of his nation and possession of its ethno specific abilities;
2) the desire of the foreign student to study ethno culture of the Russian people for the purpose of establishing comfortable existence
Библиографический список / References
in the nonnative sociocultural environment, expansions of purview, comprehension of interference of cultures;
3) the ability of the student to assimilation of information about ethnoculture of carriers of the learned language with the use of various databases (teaching and educational process, out-of-class cultural events, self-education, direct communication with nonnative environment, mass media, etc.), to the differentiation of this information from the point of view of the importance and reliability, to use of the gained knowledge for the solution of problems in the sphere of cross-cultural mutual understanding and interaction;
4) the readiness of the foreign student to comprehend social and related ethnocultural processes by the analysis and systematization of knowledge about ethnoculture, finding and recognition in them the general and specific. At the heart of understanding has to be the initially positive perception of the Russian ethnos, recognition and adoption of distinction between native culture and nonnative; the critical relation to the conflicts which arise in the process of cross-cultural communication; overcoming the ethnocentrist views and prejudices; preservation of own opinion and line of conduct in communicative and other forms of interaction with representatives of the Russian culture, without humiliating the dignity of the interlocutor and respecting his point of view;
5) the desire and the possibility of the foreign student to join in active coordinate cross-cultural cooperation. Success of interaction is possible if the student makes contact with Russian people, participates in socially important and cultural actions, seeks to settle the conflicts and issues, choosing at the same time the strategy of cooperation, shows ethnic, racial and religious tolerance, etc.
On the basis of the researches of various authors the analysis of the structure of ethnocultural competence was done. As a result of the analysis, it was revealed which competencies the structure should be consist of. The maintenance of these competencies was defined.
The structure of the ethnocultural competence is made by the following elements:
- knowledge competence - it is the possession of culturo-logical knowledge; idea of the strategy, mechanisms and methods necessary for successful cross-cultural dialogue; knowledge of the foreign language;
- social competence - it is the ability to cope with own negative reactions to the other culture; possession of the empathy; opportunity to join in joint activity with nonnative environment;
- self-competence - it is the ability to understand what impact on own "I" is exerted by cultural values and representations; self-reflection; openness;
- activity competence - these are skills of behavioral mobility, i.e. ability to choose the situational caused behavior model; the ability to operate of communication process; the experience of adequate, effective behavior in a situation of cross-cultural interaction and its conscious modeling.
Thus, formation of ethnocultural competence at foreign students assumes integration of knowledge gained by them from different sources in the process of studying of Russian language and ability to solve problems of cross-cultural interaction. At the same time starting point for entry into ethnoculture of carriers of the learned language, for development of ability to cross-cultural understanding and dialogue is preservation of values of own culture of the foreign student and their correlation with cultural values of the Russian people.
1. Dictionary of the foreign words. SPb: Prod. Poligrafuslug, 2005.
2. Lebedeva N.M. Ethnic and cross-cultural psychology: The textbook for higher educational institutions. M.: MAX. Press, 2011.
3. Stefanenko T.G. Ethnopsychology: Practical work. M.: Aspect Press, 2008.
4. Konovalova L.V. Applied ethics: innovative course for undergraduates and professors (Part one): monograph. Tyumen, 2011.
5. Afanasyeva A.B. Ethno cultural education as the problem of modern pedagogical science. SPb., 2008.
6. Poshtareva T.V. Formation of ethno cultural competence of students of the multiethnic educational environment: thesis. Vladikavkaz, 2009.
Статья поступила в редакцию 20.09.18
УДК 378
Khazova S.A., Doctor of Sciences (Pedagogy), Senior Lecturer, Professor, Kuban State University (Krasnodar, Russia), E-mail: [email protected]
STUDENT SPORT AS A SPHERE OF COMPETITIVENESS DEVELOPMENT FOR STUDENTS. The leading target for the development of Russian education and the purpose of its functioning is determined to ensure the formation of the competitiveness of individual trainees by forming qualities and competencies required in the new conditions of life and activity. In this regard, one of
