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"language-culture-personality" is the research field of a number of interdisciplinary subjects and is the unified for the scientific analysis and pedagogical study of MFL education". Thus, the construction language -culture -personality cannot be separated since they are closely related both in life and in teaching and learning a language. Vorobev ,V.(2008), stated that linguacultural competence considers as knowledge to be the ideal speaker — listener to the entire system of cultural values expressed in language.
Linguaculturology is the most relevant branch of linguistics. Having studied cultural linguistics, an individual can be a professional in any field, because the concept of language -culture-person is inseparable. Also, the formation of linguocultural competence is a key moment in the communication of people of different cultures, since the subject of linguoculturology is the interaction of language and culture.
References:
1.Brooks, N. (1968). Teaching culture in the foreign language classroom. https://files.eric.ed.gov/fulltext/ED022388. pdf
2.Kunanbayeva, S. (2013). The modernization of foreign language education: the linguocultural-communicative approach (pp. 48-50). London, UK: Hertfordshire Press.
3.Maslova, V.A. (2018). Linguoculturology. Introduction.
4.Merriam -Webster online dictionary , https://www.merriam-webster.com/dictionary/competence
5.Rizayeva ,D.Sh. (2019). "Linguo-cultural competence and competence: reflection of terms in methodological dictionaries". "Young Scientist",March 2019.
6.Sharipova, N.E. (2015). Cultural linguistics as a new direction in the system of teaching a foreign language. Young Scientist, (3), 993-995.
7.Vorobiev, V.V. (2008). Linguoculturology. Peoples' Friendship University of Russia.
УДК 3:37.016
ВАК 01.01.09, 07.00.00/24.00.00
THE IMPACT OF STRENGTHENING CULTURAL IDENTIFICATION OF KAZAKH STUDENTS ON THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION COMPETENCE
Skakova A. Y.1
'MA student, 87087436869 Suleyman Demirel University, Kazakhstan, Kaskelen
МЭДЕНИЕТАРАЛЬЩ КОММУНИКАТИВТ1К ;¥З1РЕТТШ1КТ1 ДАМЫТУГА
ЦАЗАЦСТАНДЬЩ СТУДЕНТТЕРДЩ МЭДЕНИ Б1РЕГЕЙЛ1Г1Н НЫГАЙТУДЬЩ ЭСЕР1
СцацоваА.Б.1
'мaгистрaнт, тел: 87087436869
СYлеймен Демирел ynueepcumemi, ^asaycmaH, К^скелен ц.
ВЛИЯНИЕ УКРЕПЛЕНИЯ КУЛЬТУРНОЙ ИДЕНТИЧНОСТИ КАЗАХСТАНСКИХ СТУДЕНТОВ НА РАЗВИТИЕ МЕЖКУЛЬТУРНО - КОММУНИКАТИВНОЙ КОМПЕТЕНЦИЙ
СкаковаА.Е.1
'магистрант, тел: 87087436869 Университет Сулеймана Демиреля, Казахстан, г. Каскелен
ANNOTATION
Over the past few years, there has been a great deal of interest in the cultural aspect of teaching foreign languages. This paper shows the analysis of points of view on the development of intercultural competence in the classrooms of teaching English as a foreign language. Intercultural competence, which has been recognized as a key component of foreign language learning, makes the need to adapt teaching methods and materials more important in raising students' intercultural awareness. Hence the research problem of how does the attitude towards English as a foreign language learners become more positive due to the influence of intercultural learning and how they benefit from the impact of intercultural learning on their attitude and general language proficiency.
АННОТАЦИЯ
Соцгы бiрнеше жылда шет плдерш окытудьщ мэдени аспектюше Yлкен кызыгушыльщ танытылып келетш мэлiм. Б^л ж^мыста агылшын тшн шет тш репнде о^ытудагы мэдениетаралык; кузыреттшкп дамыту бойынша кезкарастардыц талдауы керсетшген. Шетел тшн Yйренудщ непзп компонент деп
танылган мэдениаральщ к¥зыреттшк, окушылардыц мэдениаралык санасын арттыруда окыту эдiстерi мен материалдарын бейiмдеу кажеттшпн мацызды eTin шыгарады. Осыган байланысты, шетел тiлдерiн Yйрeнушiлeр рeтiндe окушылардыц агылшын тiлiнe деген кезкарасы мэдениаралык окытудыц окушылар тарапынан позитивтi кезкарасына ие бола алуы жэне олардын мэдениетаралык окытудыц карым-катынасы мен жалпы тiлдi мeнгeруiнe тигiзeтiн эсeрi туралы зерттеу проблемасы карастырылады.
АННОТАЦИЯ
За последние несколько лет проявился большой интерес к культурному аспекту обучения иностранным языкам. В статье представлен анализ точек зрения на развитие межкультурной компетенции в классах преподавания английского языка как иностранного. Межкультурная компетентность, которая была признана ключевым компонентом изучения иностранного языка, делает необходимость адаптации методов и материалов обучения более важной для повышения межкультурной осведомленности учащихся. Отсюда возникает проблема исследования того, как отношение к английскому языку как изучающих иностранный язык становится более позитивным благодаря влиянию межкультурного обучения и как они извлекают выгоду из влияния межкультурного обучения на их отношение и общее владение языком.
Key words: intercultural communication competence, foreign language, mother tongue, intercultural competence.
Тушн сездер: мэдениетаралык коммуникация к¥зыреттшп, шет тш, ана тш, мэдениетаралык К¥зыреттшк.
Ключевые слова: межкультурная коммуникативная компетенция, иностранный язык, родной язык, межкультурная компетенция.
Introduction
2. Nowadays development of intercultural communicative competence is understood as a goal of foreign language teaching and learning. In order to achieve it we need to reconsider the content, methods and techniques and context within the frame of an intercultural approach to EFLT. By learning a foreign language, students are affiliated to a different culture, "the teaching of languages - it is always intercultural communication", as Kolshansky (1985) noted that the inclusion in the foreign language teaching of the regional geographic elements, cultural information, reality, etc. does not connected with the desire to make the learning process entertaining, but with an inner necessity of the training process.
It is needful to define the meaning of Intercultural Communicative Competence and different views to its consideration and find the evidence to importance of the strengthening of cultural identification for the development of ICC, especially for Kazakh students. There is confusion in understanding of Intercultural Competence and Intercultural Communicative Competence.
According to Byram (1997), the first relate to people's "ability to interact in their own language with the people from another country and culture," while ICC takes in the teaching of numeracy and focuses on "the ability to interact with people from another country and culture in a foreign language"
In order to help learners become more competent in terms of culture knowledge and interactions, there should be ready-made activities or design new ones that support objectives consistent with the development of ICC skills. With defense to their integration, it can be started by observing how the CEFR incorporates culture as a component in language teaching, particularly as the classroom context is described as person-centered, and not against interactivity, active participation, as well as cooperation between the rest of the students. As Hennebry (2014) notice, "it has been argued that culture is the marginalized sister of language". What is interesting about this quote is that
this idea has been echoed by students also, suggesting "it would be nice if we are studying the language to know a bit more about the country and what people are like there" (Jones, 2000). The question that remains, which is indeed our concern, is how can we help students learn about culture and develop intercultural awareness and ICC? Although it is true that tutors try hard to provide a cultural foundation for students, this often presents important drawbacks it is very important to know, that cultural knowledge does not mean that someone should sacrifice the values of their culture. That is why cultural competence has very important place in our life. In the last decades, Intercultural Competence was introduced in another way as Intercultural Communicative Competence (ICC) as the result of its impact on foreign language teaching (López-Rocha & Arévalo-Guerrero, 2014). The difference between the two needs to be emphasized when we make decisions on the cultural content in the curriculum. With regard to ICC, one of the key questions for a language teacher is whether we prepare students for this challenge in this way: do we provide general information, hoping that students will develop the skills necessary to communicate more effectively and understand cultural trends? Or, on the contrary, are we creating the conditions students to develop skills to prepare them for intercultural issues? The very first goal is to solve key problems in language classes in order to foster the development of ICC among students of foreign languages as a foreign language.
The second is to provide practical ideas for tutors to promote ICC in a more effective way for learners. The key idea is that students must be further challenged and guided in order to develop critical communicative skills.
The state of teaching foreign language in Kazakhstan at the present stage: Foreign language education as one of the components of the general system of republican education cannot be considered without taking into account the environment in which it operates and develops. The expansion of integration processes, the growth of professional and scientific
exchanges, as well as deepening of international interaction and cooperation over the past decade have simulated the progressive development of education in foreign languages.
Literature review
"The world should perceive Kazakhstan as a highly educated country, whose population used three languages". Nevertheless, this initiative highlights the actuality of students of university their receptivity and tolerance to the cultural differences, easy networking with such kind of differentiation and meeting the growing need for intercultural communication. Therefore, we can conclude that development of students' ICC is one of the main policies and ultimate goals for teaching English in higher education, which can meet the urgent need for talent in modern society (Akbarov, 2017). It motivates the research interest of teachers in the teaching of the intercultural communication.
Research in ICC is of academic and pragmatic interest among many scientists due to the relevance of the subject in today's intellectual society (Arasartham, 2007). In the past, Western scientists conducted a lot research on Intercultural communicative competence (Ruben 1976, 1977, 1978, 1989); Stuart, 1989; Khaleeva, 1990; Hutmacher, 1996; Markova, 1996; Stamgalieva, 1999; Birman, et al., 2000; Kulibaeva, 2002; Verbitskii, 2003; Zimnyaya, 2003; Anderson, 2004; Tatur, 2004; Brouwer, 2005; Kunanbayeva, 2010).
It is well known that, the communicative competence was conceptualize by Ruben(1976) as "the ability to function in a manner that is perceived to be relatively consistent with the needs, capacities, goals, and expectations of the individuals in one's environment while satisfying one's own needs, capacities, goals, and expectations". Relying on this definition of communication competence, Ruben showed seven behavioral elements that make individuals can function effectively in intercultural settings. Outlined seven elements are: respect, engagement and orientation to knowledge, empathy, role behaviors, interaction management, and tolerance of ambiguity. Demonstration of respect relates to "the ability to express respect and positive regard for another person" (Ruben, 1976). This element has behavioral signals such as eye contact, body posture, voice tone and pitch, and general displays of interest in the interaction and communication. Interaction posture refers to "the ability to respond to others in a descriptive, none valuating, and nonjudgmental way". Based on Ruben, the more competent people are the more depictive and less evaluative they are. Orientation to knowledge appeals to the ability to recognize "the extent to which knowledge is individual in nature". The hierarchical order for individuals in intercultural communication is the first, intrapersonal orientation, and then interpersonal orientation, cultural orientation, and the last one is physical orientation. Sympathy is the skill to "step into one's shoes. A person who has high empathy usually shows reactions to "obvious and less obvious expressions of the feelings and thoughts of others" and also "projects interest and gives verbal and
non-verbal cues to understand the state of affairs of others."
The ability to face up with social difficulties caused by the host culture is another way to help sojourners psychological orientation to a new environment. According to Fernham (1986, 1987) and Fernham and Bochner (1982), psychological adaptation is usually associated with a person's ability to cope with different situations, such as frustration, stress, and ambiguity caused by the host culture. That is, the psychological point of adaptation is when a person has to deal with so-called '' social difficulties'.
The study also illustrate that foreign students experience greater social difficulty than do the host culture students. Hammer, Gudykunst, and Wiseman (1978) pointed out that "the sojourner's effective communication skills are the basis cognition of another culture". The authors specifically stated that communication skills like interaction posture and interaction management are essential for sojourners to gather information about various aspects of the host cultures to co-operate effectively with people from the host culture. Research from Martin and Hammer (1989), Spitzberg (1989), and Wiseman, Hammer, and Nishida (1989) also supported the important role communication skills play in the process of intercultural communication. Relational role behavior and tolerance for ambiguity are best predicted by social rituals. Based on "The first aim is to address key issues in the language classroom with regards to fostering the development of ICC, among foreign language students" of Furnham and Bochner (1982). The lack of understanding of public rituals increases the uncertainty level and badly affects the establishment of relationships with the host nationals. Mikes (1966) pointed out, that this is the main source of intercultural misunderstandings and difficulties. Lastly, interaction management was best predicted by responsiveness. Responsiveness is a component of interaction involvement. In conformity with Cegala (1981, 1984), interaction involvement refers to individuals' empathic and other-oriented abilities in communication. This concept is very close to control of interrelation (Chen, 1990). In other words, in order to take turns in communication, one has to know how to respond suitably to the messages. A limitation of the study is that most of the components of IBAI concentrated on behavioral aspects of intercultural communication. Many studies (e.g. Chen, 1989; Hall, 1959; Hammer, 1989; Spitzberg, 1989; Turner, 1968) These authors have shown that in addition to communication skills, in order to be competent in various cultures, other abilities are also necessary, such as personal qualities, psychological approach and cultural literacy. This is specifically important when these components of intercultural communication competence are applied to intercultural training programs. According to Bennett (1986), in intercultural communication programs, learning, explores how people can better adapt to new environments. The training aims to integrate a conceptual framework and requires an individual to demonstrate behavior outside of the program. Putting it another way, in order to be competent in an
intercultural environment, people must have conceptual elements such as "why" and behavioral "how" associated with the culture of the host country. (Bennet, 1986; Brislin, 1989; Triandis, 1977). The cognitive approach focuses on the understanding of a culture's people, customs, institutions, and values. Downs (1969) indicated that current approach often uses lectures, readings, films, and other multimedia presentations to pass on information. The affective approach generally applies simulation methods to create a particular environment or situation that is as similar as possible to that of the host culture, and call for participants to be actively involved in the learning process. The self-awareness approach suppose that individuals who know themselves better will know their culture better and will accordingly be more competent in other culture. Finally, the cultural-awareness approach is intended to give participants with general cultural information. This approach enforce obligates participants understand their own cultural values and examine the differences with the host culture in order to apply the insights to improve intercultural competence. Future research concerning intercultural communication competence should take all these elements into account. Compared with studies in the West, Intercultural Competence studies in Kazakhstan began quite late. However, recently they there seen quick development in this field. According to incomplete statistics, since the beginning of the 2000's, more textbooks and academic articles have been published in IC. Even though, the prosperity of IC research, and although recent research in this area has affected on the development aspect of ICC, no in-depth study of the IC has yet been conducted.
The article reviews the current situation of students in relation to the ICC with the help of literature and empirical research, giving suggestions on how to develop ICC of Kazakhstan students in a clean environment.
Conclusion
The aim of this research work was to study the effectiveness of teaching intercultural information in English in the context of a foreign language on the attitude of students and the effect of attitude on their overall test on the level of language proficiency and knowledge of the culture of the target language. The results clearly show that the of ICC in the teaching, learning and practice of English is especially beneficial for language learners, as it prepares them to understand and appreciate other cultures and their own culture.
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