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7УДК 378.02:37.016.
ИСПОЛЬЗОВАНИЕ АКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ ПРИ ФОРМИРОВАНИИ
МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ
Ахетова А. А., Негметжанова А.О. НАО Кокшетауский университет имени Ш. Уалиханова (г. Кокшетау, Республика Казахстан)
Аннотация. Формирование межкультурной компетенции особенно актуально в современном поликультурном мире. Для обеспечения эффективного и плодотворного общения необходимо овладеть определенными языковыми навыками и речевыми умениями. Для решения этих задач важно разработать такие задания, которые способствовали бы развитию межкультурных компетенций, приобретению практических навыков и умений. Межкультурные задания обеспечивают погружение в культуру изучаемого языка. Именно активные методы межкультурного обучения, игры и тренинги погружают в межкультурную коммуникацию.
Ключевые слова: межкультурная компетенция, межкультурное обучение, межкультурная коммуникация, межкультурное общение, иноязычная культура
THE USE OF ACTIVE TEACHING METHODS IN THE INTERCULTURAL COMPETENCE FORMATION
Akhetova А. А, Negmetzhanova А.О. Sh. Ualikhanov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. Intercultural competence formation is especially relevant in the modern multicultural world. To ensure effective and fruitful communication, it is necessary to master certain language and speech skills. To solve these problems, it is important to develop such tasks that would contribute to the intercultural competence development, practical skills and abilities acquisition. Cross-cultural tasks provide immersion in the target-language culture. Specifically active methods of intercultural education, games and training courses can immerse students in the intercultural communication.
Key words: Cross-cultural (intercultural) competence, cross-cultural (intercultural) education, cross-cultural (intercultural) communication, cross-cultural (intercultural) interaction, foreign-language culture
The realities of modern life contribute to functioning of various spheres and systems of society, such as social and political spheres, culture, education, science. The rapid integration of our country into the world community, the blurring of distinction and barriers of communication with representatives of other nationalities with diverse and unique cultural characteristics, leads to the fact that in today's society there are needs for the ability to conduct a dialogue of cultures competently, to carry out intercultural communication.
Foreign languages are an important means of intercultural communication in the modern world, as they are not only a conveyor of knowledge about the language and the ability to communicate in a foreign language. In addition, foreign languages help to form an adequate and correct concept of the culture of a
certain nation, its features, appropriate and inappropriate ways and means of communication, and, thus, can contribute to smoothing out interethnic disagreements and conflicts.
The problem of the formation of students' communicative competence in the intercultural communication is the most considerable due to the fact that there is a significant expansion of the scale of intercultural interaction in the world, when the factors of sociability and tolerance become relevant. The transition to an information-oriented society, the emergence and growth of global problems that require modern thinking to solve cannot but affect the increasing role of a foreign language in schooling.
Intercultural competence is the knowledge of living habits, customs, customs, attitudes of society, forms of behavior, non-verbal components (gestures and facial expressions), national and cultural traditions, value systems.
A person prepared for this knowledge will not be unhappily surprised, experience a "culture shock". In the process of forming a system of language and speech skills among schoolchildren, it is necessary to use its full potential to form a world outlook, civic awareness, readiness for interpersonal and intercultural dialogue, emotional and value-based attitude to the outside world of aesthetic culture.
The concept of "intercultural competence" entered the pedagogical and methodological science by the end of the 1990s as an indicator of the formation of a person's ability to participate successfully in intercultural communication and as an important component of a new educational paradigm. Modern geo-economical and geocultural situations force a person to be able to coexist in one common world, and this means being able to build an effective mutually beneficial dialogue with representatives of all cultures and nations of this world. The most important role in it is played by the language, which acts as the only possible bridge of mutual understanding and interaction between representatives of different linguistic and ethnic communities. However, without a well-formed tolerant intercultural outlook, language proficiency is almost useless. Hence, it becomes necessary to reorient pedagogical, methodological and, above all, linguistic sciences towards the problem of intercultural communication, or rather, to the problem of forming students' ability to participate effectively in it [1, p. 92].
For successful intercultural interaction, it is necessary to develop a double vision, adequately accept another culture without losing one's own cultural identity, thereby developing intercultural competence [2, p. 37]. In this regard, the role of the intercultural competence, developed and described in the works of such scientists as N.D. Galskova, N.I. Gez, G.V. Elizarova, etc., becomes obvious. One can have all the necessary knowledge and even correctly build and decode one's own and another person's behavior, without having skills to correlate patterns and specific acts of behavior and skills to convey to the interlocutor, acting consciously, the features sense of the intercultural act of communication [3, p. 167].
In recent years, not only teachers and psychologists have been actively exploring the topic of the intercultural competence, but this topic has also begun to occupy a special place in teaching foreign languages. Language (in the scientific and linguistic word sense) and culture (which is a unique heritage and reflects social belonging to the original national community) are inextricably linked with each other. The intercultural learning process and the intercultural competence formation in the process of teaching foreign languages could be presented as a process of transferring information and acquiring the necessary knowledge, as well as forming skills for successful intercultural communication on their basis. It's safe to assume that these processes are impossible without the student's knowledge of the cultural intelligence basis. Thus, one of the most important tasks of teaching foreign languages is the development of such tasks that would allow students in culturally homogeneous language groups not only to master the necessary language skills and speech skills, but also adequately prepare them for the situations of intercultural communication.
The purpose of these tasks is, on the one hand, to prepare students for contacts with representatives of a foreign language culture, on the other hand, to increase general awareness in the field of intercultural communication, which ultimately will contribute to the intercultural competence formation, which is defined by N. N. Vasilyeva as the knowledge of the specific features of a particular society that influence the formation of a personality behavior, its use of certain nonlinguistic components, based on national and cultural values, traditions and customs. Especially important in this case is the presentation of behavioral patterns created not according to the principle of "right or wrong", not having a conventional character, but contributing to the empathy development when meeting with another culture, because, as T. G.
Grushevitskaya, V. D. Popkov and A. P. Sadokhin noted, in the intercultural communication, in order to understand the communicative behavior of the representatives of another culture, it is necessary to consider it within their culture, not their own, that is, more empathy than sympathy should be shown here. According to the definition of V. I. Dolgova and Ye. V. Melnik, empathy is a complex functional area mediated by interdependence of cognitive and emotional processes, development of current needs and developing under their influence, and the empathy development involves both emotions development and their cognitivization, and the process of forming moral appeals in favor of another person [4, p. 4].
There are certain methods, ways of forming intercultural competence at foreign language lessons, which allow students to plant love for learning the culture of the target-language country, as well as the ability to use them in the process of natural communication with representatives of this culture.
In the process of foreign languages teaching, we can offer activities that contribute to the intercultural competence formation. They are aimed at the development of such types of speech activity as speaking, reading, and writing. Language tasks, thanks to a simple transformation, can be turned into assignments that contribute to the intercultural competence formation, which, according to Ye. A. Trushnikova and S. L. Mishlanova, "involves acquaintance with the culture of the target-language country through the foreign language itself and assimilation of the behavior pattern of foreign-language culture bearers" [5, p. 66].
In order to make the process of learning a foreign language active, effective, and intensive, it is necessary to look for new approaches and apply such methods of teaching and learning that would activate students' mental activity, improve the skills of foreign language communication, mobilize attention, memory, imagination. That is why, along with traditional teaching methods, it is necessary to use active methods that contribute to the fact that students become active "subjects" of learning, solving various communicative tasks in the classroom, performing creative tasks and entering into a dialogue with the teacher and with each other.
When using active teaching methods, the role of a student changes, he or she turns into an active participant in the educational process. This new role and its characteristic features make it possible to form an active personality with all the necessary skills and qualities of a modern person.
Active teaching methods are based on practical orientation, game action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of students' knowledge and experience, the group form of organizing their work, the involvement of all sensory organs in the process, an active approach to learning, movement and self analysis.
The most effective method of teaching intercultural competence is a specially organized training courses. Their purpose is to remove, first of all, the psychological difficulties of adapting to a different culture. The basis is usually a common cultural training course, as a result of which a person must realize himself or herself as a representative of a particular culture, realize the norms, values and rules of behavior in his or her culture. After that, it becomes possible to show and analyze the differences between different cultures, and then develop the ability to notice these differences and use them for effective intercultural interaction. To do this, it is necessary to consider various conflict situations that are solved from the positions of different cultures and fixate on the stereotypes and norms of the native culture. Culture-specific training courses prepare a person for interaction within a specific culture.
The use of such an non-traditional form of work as a training course in the classroom allows to solve problem-based situation that arise in the interaction of students, to take a new look at the relationships in the classroom, to make the atmosphere of the lesson more confidential, to see some everyday situations through the eyes of the student himself.
If a teacher sets himself not only teaching and developing, but also educational goals, then training work will help him in closing up the students' team, in forming a positive emotional sphere. Practice shows that after the training course, the children become motivated to learn, interested in life, and desire to become better.
The concept of "a training course" has entered into wide scientific circulation only in recent decades. This term is usually associated with a set of exercises according to a special technique developed on a scientific basis and carried out with the help of a qualified specialist. As a method of training sessions, a
training course is a systematically implemented program of various exercises in order to form and improve skills and abilities in a particular sphere of human activity.
The experience of conducting intercultural competence training courses shows that they are an effective method of teaching, since it combines informational and activity aspects [6, p. 61]. In addition, training courses develop the ability to listen to the interlocutor, behave confidently with other people, speak in public, build an effective model of relationships with communication partners, prevent and constructively resolve conflicts, overcome habits and behaviors that complicate communication [7, p. 34].
Such an assessment of the training courses is based on the fact that when we learn to interact with representatives of other cultures, we have two main tasks: through purposeful reproduction of specific situations occurring differently in different cultures, to acquaint students with cross-cultural differences in relationships with representatives of other cultures; to prepare the transfer of acquired knowledge to different situations.
Let's consider some tasks that would contribute to the intercultural competence development, practical skills and abilities acquisition
"Taboo" game
For this game we need to prepare cards not only with culture-neutral, but also culture-specific concepts. A student explains a culture-specific concept without mentioning this word, but only describing it. And the rest of the group has to guess the word. Here are examples of culture-specific concepts: five-o'clock tea, oatmeal porridge, punch, golf, hedge, Beefeater, freshman, sophomore.
"Stories"
The task is to finish stories or make up a beginning. Students are presented with a story containing a cultural conflict, which they must complete based on the behavior patterns adopted in the target-language country. Their task is to present the story beginning and give reasons for the emergence of an intercultural conflict.
"Compiling a reference book"
Students should write a reference book with useful tips for their compatriots about the target-language country. This type of work allows students not only to see the difference between the two cultures, but also contributes to the reflection development.
"Creative writing"
The teacher presents to the students pictures depicting various culture-specific situations or subjects of the target-language country. Each student chooses a picture on the basis of which he should write a story (at the same time he is free to choose the text type). The result of the work is reading of stories and their discussion.
"Write a fictional biography"
Students receive photos of people; their task is to write their biography, which is typical from their point of view for representatives of the target-language country. Then the written biographies are discussed in the group.
"Imaginary interview"
Each student chooses a well-known personality (in the field of history, politics, art, etc.) of the target-language country and makes questions for an interview with this person. Students are offered to work in pairs, where one student is an interviewer and the other is a well-known personality.
In the process of developing these tasks, we rely on the point of view of V. G. Ryndak, who rightly notes that "students who are inherently creative prefer experiment, search for new things, conscious problem solving in an original way, assuming the result, try to organize activities according to their capabilities and needs" [8, p. 6].
"Cat in the bag"
10-15 culture-specific subjects of the target-language country are laid out on the table (all subjects are accompanied by nameplates). Then all the items are put into a bag, and each of the students is invited to put his or her hand into the bag, touch one of the items and name it, take the item out of the bag and present it to the group. For example: pop-corn, coke, hot-dog, the miniature of the Statue of Liberty, bowler hat.
At the moment, various approaches to preparing for the intercultural communication are being offered in the pedagogical science. For example, N. L. Ryabenko in his work "Theoretical approaches to the professional training of international political scientists in the intercultural communication aspect" considers the possibility of using interactive technologies as imitation, role playing and business simulation games to form intercultural competence [9, p. 243].
A. F. Belozor and O. A. Ovchinnikova believe that authentic materials that enable to understand the realities of another culture while preserving their cultural identity are particularly effective for the intercultural competence formation [10, p. 155].
The tasks presented above, aimed at students' formation of intercultural competence are creative, easy to develop and effective in preparing students for meeting with manifestations of a foreign culture. The used methods of work contribute to the communicative competence development in the intercultural communication, expanding the students' horizons, maintaining interest in learning English. English becomes a means of communication only if it is studied in inseparable unity with the world and culture of the people who speak this language. It follows from all the above that the use of active methods in teaching makes students active participants in the educational process, increases their motivation, brings them as close as possible to the real intercultural communication in the language.
Summarizing the above, it should be noted that active methods of education help in creating favorable conditions for intercultural communication, increasing interest in the studied discipline and the possibility of using a foreign language in real-life situations of communication.
References
1. Borisenko M.K. Some aspects of the teaching elements of the culture-oriented linguistics in high school. // FLH, 1997. - 219 p.
2. Kolker Ya.M. Practical methods of foreign language teaching. - M.: Publishing center "Academy", 2000. - 389 p.
3. Tomakhin G.D. Linguistic aspects of culture-oriented linguistics // Problems of linguistics, 1986.
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4. Dolgova V.I., Melnik Ye.V., Empathy: monograph. M.: Publishing house "Pen", 2014. - 185 p.
5. Trushnikova Ye.A., Mishlanova S.L., Formation of students' intercultural competence during the implementation of an international project [The development of intercultural competence among students in the process of the international project realization]. Materials of the XX Scientific and Practical Conference, November, 22-23, - 2018, Yekaterinburg: Publishing House "Limited Liability Company Universal Printing House "Alpha Print", 2019. - 170 p.
6. Burnhard F.M. Training of interpersonal interaction. - St. Petersburg: Peter, 2002. - 61 p.
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8. Ryndak V.G. Creativity formation of a future teacher in the pedagogical disciplines study // Man and education, 2014. № 2 (39). - P. 4-9.
9. Ryabenko N.L. Theoretical approaches to the professional training of international political scientists in the intercultural communication aspect \\ Bulletin of the University, 2014. № 17. - P. 242-248.
10. Belozor A.F., Ovchinnikova O.A. Culturological and linguistic components of the intercultural communication in French, Russian and English \\ Litera, 2018. № 2. - P. 153-161.
Ахетова Адия Айдархановна, магистр педагогических наук по специальности «Иностранный язык: два иностранных языка», лектор кафедры Общего языкознания и литературы, НАО Кокшетауский университет им. Ш.Уалиханова (г. Кокшетау, Республика Казахстан). e-mail: ahetova.adiya@mail.ru
Негметжанова Алия Оразалиновна, лектор кафедры Общего языкознания и литературы, Кокшетауский университет им. Ш.Уалиханова (г. Кокшетау, Республика Казахстан) Дата поступления статьи: 19.01.2022
© Ахетова А.А., Негметжанова А. О., 2022
