THE FORMATION OF LINGUO-CULTURAL COMPETENCE OF HIGH SCHOOL STUDENTS IN THE TEACHING OF THE HUMANITIES

ФОРМИРОВАНИЕ ЛИНГВОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ СТАРШЕКЛАССНИКОВ В ПРЕПОДАВАНИИ ГУМАНИТАРНЫХ НАУК

Мутаева Жанар Бауыржановна

магистрант, кафедра подготовка педагогов иностранного языка, Казахский университет международных отношений и мировых языков имени Абылай хана,

Казахстан, г. Алматы

ABSTRACT

The article contains analysis and the consideration of the content, structural elements and components of the linguo-cultural competence of high school students with humanities. Methods of determination the level of the students’ competence is based on the results of the formation of the personality’s spheres are expounded.

АННОТАЦИЯ

Статья включает анализ и рассмотрение содержания, структурных элементов и компонентов лингвокультурологической компетентности старшеклассников в преподавании гуманитарных наук. Приведены способы определения уровня данной компетентности на основе результатов сформированности различных сфер личности.

Keywords: competence-based education, linguo-cultural competence in academic education, the level of the high school students’ competence, humanities.

Ключевые слова: компетентностный подход в образовании, лингвокультурологическая компетентность у старшеклассников, уровень сформированности компетентности, гуманитарные науки.

New conditions in the sphere of work have a direct impact on the goals of teaching and learning in the field of higher professional education, the main task of which is to prepare a qualified employee of the appropriate level and profile, competent, responsible, fluent in their profession and oriented in related industries, capable of effective work in the specialty at the level of world standards, striving for constant professional growth [7].

Today, before the theory and methodology of professional training of specialists, there is an urgent problem of scientific justification of the formation of a high level of linguo-cultural competence of high school students of humanities.

Questions of formation of this competence are handled by D. I. Bashurina, A.V. Getmanskaya, E. A. Ivanova, F. S. Kebekova, M. S. Kiseleva, M. A. Mignenko, I. A. Orekhova, M. A. Pakhnotskaya, L. G. Sayakhova, N. A. Fomenko, F. B. Khubieva, E. A. Chubina, A. M. Shuralev and others. However, the works of these authors contain different views on the content of linguo-cultural competence, which is considered in the scientific literature along with linguocultural, linguistic, cultural and linguistic competence. This circumstance causes ambiguity in its interpretation, and consequently, in determining the level of its formation in the context of education of high school students.

Filling the content of linguo-cultural competence of high school students should begin with the characteristics of the concept of "competence", which in a broad sense is interpreted by Y. N. Yemelyanov as "the level of learning" [4], while in a narrower sense Y.G. Tatur defines it as "an integral property of personality" [14, p. 7]. This property reflects the desire and ability to realize its potential from the standpoint of knowledge, skills, experience, personal qualities (Y. G. Tatur), to which S. E. Shishov also refers values and inclinations, and V. M. Shepel-theoretical and applied readiness [13, p.15]. In the aggregate, they are manifested, according To I. A. Zimnaya, in the personal-conditioned social and professional life of a person [5, p. 13].

The analysis of definitions presented by various scientists (V. S. Bezrukova, G. B. Golub, V. A. Demin, L. M. Dolgova, I. A. Zimnaya, Y. N. Emelyanov, A. G. Kasprzhak, A.M. Novikov, E. I. Ogarev, J. Raven, Y. G. Tatur, T. Hoffman, V. M. Shepel, S. E. Shishov, and others) allowed us to identify the following elements in the context of higher professional education:

1) personal characteristics;

2) subjective and social experience;

3) values;

4) knowledge and skills;

5) abilities;

6) theoretical and applied training;

7) methods of activity.

I characterize the ratio of these elements in the content of linguo-cultural competence. V. V. Vorobyov understands it as the knowledge of the ideal speaker-listener of the entire system of cultural values expressed in the language [2, p. 73]. In this system of values, L. G. Sayakhova includes awareness of language as a phenomenon of culture, cultural and historical environment [12].

The content of linguo-cultural competence in addition to the system of knowledge about culture, M. A. Pakhnotskaya also includes a set of special skills for operating this knowledge in practice [10, p. 14]. D. I. Bashurina and M. S. Kiseleva add personal qualities acquired in the process of mastering the system of cultural values expressed in the language and regulating the communicative behavior of its carriers [1, p.28; 6, p. 58-59]. These qualities, says A.V. Getmanskaya, contribute to the integration of the individual into the system of world culture [3, p. 62].

Consequently, each author focuses on the interaction of language and culture and defines linguistic and cultural competence as a system that includes personal properties, social experience, values, knowledge and skills, methods of activity. In my opinion, these representations do not fully reflect the essence of competence in higher professional education, since they do not consider all the interrelated elements identified by us, which include:

1) personal properties as the ability to perceive facts and phenomena from the point of view of the culture of the language being studied; to overcome the boundaries that divide cultures; to synthesize and generalize their personal experience in inter-cultural communication;

2) subject and social experience - the experience of a person regarding the perception of facts and phenomena from the perspective of the culture of the language being studied; personal experience in intercultural communication;

3) linguistic and cultural values - values inherent in this linguistic and cultural community, expressed in the language and regulating the communicative behavior of native speakers of this language;

4) linguistic and cultural knowledge - the generalized experience of a certain national community, reflected in the consciousness in a language form;

5) linguistic and cultural skills - the ability of the student to use the theoretical knowledge and relevant skills to Express their thoughts in any speech situation;

6) linguistic and cultural skills - the ability of a student to correctly and appropriately use linguistic and cultural knowledge in speech utterances;

7) the ability to implement personal and socially significant professional activities based on appropriate linguistic and cultural knowledge, skills and abilities and including personal qualities and subjective and social experience;

8) theoretical and applied readiness - the ability and readiness of the student to carry out personal and socially significant professional activities based on linguistic and cultural knowledge, skills and abilities and including personal qualities and relevant subject and social experience;

9) methods of activity-operational and technological characteristics of theoretical and applied readiness.

The correlation and interrelation of the elements of this competence allowed us to offer a more complete definition of linguo-cultural competence in higher professional education. It is a self-realized personality-conditioned integral property of the individual, which characterizes its personal qualities, abilities and experience (subjective and social), acquired in the process of mastering the system of cultural values manifested in the language; based on a set of knowledge about culture, special skills and skills to operate this knowledge in practice, which determine the theoretical and practical readiness and are found in the personal and socially significant for the subject of professional activity.

The selected elements of this competence characterize such areas of personality proposed by S. A. Panina as motivational-theoretical, practical-applied and research-reflexive [9, p.71-74]. Indicators of formation of each of these areas indicate the level of formation of linguistic and cultural competence of high school students.

Formation of motivational-theoretical areas, which include personal qualities of the student, his subjective and social experience, linguistic and cultural values, leads to acceptance of a subjective position, ensuring the efficiency of processes of self-education and self-organization in activities on the mastery of linguistic and cultural knowledge, categories that are associated with the concept "linguo-cultural competence", the acquisition of linguistic and cultural skills.

The ability to analyze linguo-cultural phenomena and facts, to plan and implement linguistic and cultural competence in personal and socially significant professional activities for the subject, to justify the expediency of the designed activities are acquired as a result of the formation of the practical and applied sphere of personality.

Personal qualities, subjective and social experience of a University student allow to determine their readiness for research; the ability to solve scientific and theoretical problems, plan, implement and describe research; the degree of mastering the methodological apparatus of pedagogical research in the context of research and reflexive sphere.

The level of formation of linguo-cultural competence of high school students is determined on the basis of the spheres of personality and structural components. The analysis of research also allows us to state that different authors distinguish different components in the structure of linguo-cultural competence. V. V. Safonova emphasizes the linguistic, sociolinguistic and cultural components [11, p. 18]. M. A. Pakhnotskaya notes such main components as linguistic (language), discursive, sociolinguistic, social and socio-cultural [10, p. 48-50]. Hetmanskaya, in turn, distinguishes linguistic, cultural, socio-cultural and multicultural competence [3, p. 59-62].

According to N. A. Fomenko, the basis of linguistic and cultural competence is communicative competence, which includes sociolinguistic, discursive, socio-cultural, strategic and social components, as well as linguistic, linguistic, speech and cultural competence [15, p.84], the latter of which, according To I. A. Orekhova, consists of social, socio-cultural and country studies [8, p. 272].

Considering the structure of linguistic and cultural competence proposed by various scientists, we can conclude that almost all of them distinguish linguistic, linguistic, sociolinguistic, social, cultural, and socio-cultural components-most of them characterize the elements of linguistic and cultural competence that we have identified. The composition of the above components does not seem to us to fully reflect the content of this competence, for the following reasons. First, it is necessary to focus on speech behavior in accordance with the task of communication, accepted rules and existing linguistic and cultural knowledge and skills (i.e., speech, discursive and linguistic and cultural competence, respectively). Secondly, it is necessary to develop the ability to compensate for the lack of the above skills through verbal and non-verbal strategies and to master them independently (i.e., to possess strategic and educational and cognitive competencies, respectively).

The analysis of the structural components of linguo-cultural competence allowed us to define them as follows:

1) linguistic (linguistics) - mastering theoretical knowledge of the language, the ability to activate and systematize linguistic knowledge and their corresponding skills that contribute to the construction of meaningful statements;

2) language-practical knowledge of the language; the potential of linguistic (linguistic) knowledge, a set of rules for analyzing and synthesizing language units to build meaningful statements;

3) speech-speech behavior in accordance with the task of communication; the use of a limited number of language units, the laws of their functioning and the laws of operating them to build a variety of statements;

4) sociolinguistic-the ability to choose language forms and their use and transformation according to the context (depending on the purpose and situation of communication, social roles of communication participants);

5) discursive (pragmatic) - organization of speech activity using the rules of communication adopted in this society;

6) strategic (compensatory) - the ability to compensate for the lack of knowledge of the language, speech and social experience of communication in real language communication through verbal and non-verbal strategies;

7) social - the ability to navigate and manage a social situation, which finds its practical expression in the ability to make contact and maintain it;

8) linguo-cultural-a set of certain linguistic knowledge and skills that allow speech activity in the Russian language;

9) socio-cultural - mastering the national and cultural specifics (knowledge of traditions, history and culture) of the country of the studied language and rules of speech interaction (social norms of behavior and etiquette);

10) culturological - ability and readiness for a dialogue of cultures based on a complex of acquired extralinguistic knowledge, knowledge of the modern socio-cultural system of another country, as well as the historical conditions that influenced its formation, country-specific information and the ability to conduct a comparative analysis of native and foreign culture;

11) educational-cognitive (educational-methodical) - the ability to independently master new knowledge, skills and methods of action.

Linguistic and cultural competence of students of humanitarian specialties of the University can be considered formed if students:

1) have theoretical knowledge of the language, the ability to activate and systematize linguistic knowledge and the corresponding skills that contribute to the construction of meaningful statements;

2) speak the language in practice;

3) build their speech behavior in accordance with the task of communication;

4) choose language forms, use them and transform them according to the context (depending on the purpose and situation of communication, on the social roles of communication participants);

5) organize speech activities (written or oral) using the rules of communication adopted in this society;

6) are able to compensate for the lack of language knowledge, speech and social experience in real language communication through verbal and non-verbal strategies;

7) are able to navigate and manage the social situation, which finds its practical expression in the ability to make contact and maintain it;

8) have a complete system of certain linguistic and cultural knowledge and skills that allow performing speech activities in Russian;

9) master the national and cultural specifics (knowledge of traditions, history and culture) of the country of the studied language and the rules of speech interaction (social norms of behavior and etiquette);

10) have the ability and readiness for a dialogue of cultures;

11) are able to independently master new knowledge, skills and methods of action.

Thus, the essence of linguo-cultural competence, which has been considered by various researchers from various sides, allowed us to present the author's understanding of the content and structure of linguistic and cultural competence of high school students of Humanities. It differs in that it describes not only its structural elements and components, but also the relationships between them; it takes into account the interaction of motivational-theoretical, practical and research-reflexive spheres of personality, the results of formation of each of which correspond to the level of linguo-cultural competence of students of humanities of high school.

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