PROBLEMS OF LINGUOCULTUROLOGY IN THE THEORY AND PRACTICE OF TEACHING RUSIAN AS A FOREIGN LANGUAGE

ПРОБЛЕМЫ ЛИНГВОКУЛЬТУРОЛОГИИ В ТЕОРИИ И ПРАКТИКЕ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО

Процевская Дарья Андреевна

студент, кафедра русского языка и русской литературы, Белгородский государственный национальный исследовательский университет (НИУ «БелГУ»),

РФ, г. Белгород

ABSTRACT

The article aims to consider some pedagogical problems in teaching Russian as a foreign language and is designed to help teachers facilitate the teaching process, as well as increase students' interest in learning the Russian language.

АННОТАЦИЯ

Статья ставит перед собой цель осветить некоторые педагогически проблемы в преподавании русского языка как иностранного и призвана помочь преподавателям облегчить процесс преподавания, а также повысить интерес студентов к изучению русского языка.

Keywords: linguoculturology, Russian language, teacher, lesson.

Ключевые слова: лингвокультурология, русский язык, учитель, урок.

V.A. Maslova defines linguoculturology as "a branch of linguistics that arose at the junction of linguistics and cultural studies", as "a humanitarian discipline that studies material and spiritual culture embodied in a living national language and manifested in linguistic processes" or as "an integrative field of knowledge that incorporates the results of research in cultural studies and linguistics, ethnolinguistics and cultural anthropology"[1].

It is generally accepted to define linguoculturological research as the study of language in inseparable connection with culture.

Modern linguoculturology, acting as a specific phenomenon in the science of language, positions itself as a continuation of the work of a number of researchers of the past. These are such well-known researchers as V.Humboldt, A.A.Potebnya, E.Sepir, B.Wharf.

Before including linguoculturology in the learning process, it is necessary, at least, to eliminate two main problems:

1) to give a clear definition of the object of research; such can be the mechanisms of interaction between language and culture;

2) to identify these mechanisms with full clarity.

If these problems are worked out, researchers will not need either "motley" formulations or avoiding theoretical contradictions, and teachers will be able to use the materials of linguoculturology in the process of teaching Russian to foreign students.

Modern linguoculturology has many directions:

- theoretical linguoculturology;

- comparative linguoculturology;

- historical linguoculturology;

- comparative linguoculturology;

- linguoculturology of social groups;

- linguoculturology of the text;

- cognitive linguoculturology;

- - geolinguoculturology;

- applied linguoculturology.

Of all the listed areas, we will focus on applied linguoculturology, the main thing for which is the solution of specific methodological tasks, the search for materials for the teaching process, methods for analyzing intermediate and final results of teaching, as well as the areas of application of the results obtained in the practice of teaching Russian as a foreign language.

The currently existing applied linguoculturology sets itself grandiose tasks.

On the one hand, applied linguoculturology explores the problems of interaction between language and culture, existing as a theoretical discipline. At the same time, in applied linguoculturology, as well as linguoculturology in general, there is a lack of understanding of the essence of such interaction. No teacher will be able to describe with complete clarity the mechanisms of interaction between language and culture. In other words, the theoretical basis of applied linguoculturology is illusory, being reduced to unclear formulations.

On the other hand, applied linguoculturology exists as an important aspect of linguodidactics. It focuses students' attention on the complex of cultural representatives of the Russian people, claims to comprehensively reveal the linguocultural essence of social and cultural interests in a private Russian society, and declares the possibility of a comprehensive linguocultural analysis of texts in English in a foreign audience [2].

The main problem of applied linguoculturology is that the materials of theoretical linguoculturology are introduced into the process of teaching a foreign language – the most controversial area, an area with an unsettled terminology, an area that not only students but also linguoculturologists themselves cannot understand. It would not be an exaggeration to say that modern theoretical linguoculturology is balancing on the edge of scientific exoticism, provocation and pseudoscience. This is the most controversial trend in modern Russian studies.

At the same time, the idea of studying cultural realities together with learning the language is productive and cannot be in doubt. This idea is not new and is solved within the framework of an understandable direction in linguodidactics - within the framework of linguistic and regional studies, which does not pretend to resolve complex theoretical issues and focuses on familiarizing students with the realities of Russian culture together with teaching the Russian language [3].

Students well assimilate the idea that each language at the lexical level reflects the spiritual and material culture of the people - the native speaker of this language. At the same time, a certain language as a communicative system does not necessarily correspond to a certain ethnic culture. The world knows many examples when people lost their ethnic language, switched to another language, even changed the language twice, but retained their ethnic culture. For example, the Jewish people, who lost their language, adopted other languages as their native languages, including Russian. Almost any cultural phenomenon can be transmitted in any developed language. For example, there is no such cultural phenomenon in Germany that cannot be conveyed in Russian. Another thing is that there is a specific national vocabulary tied to certain cultural events. However, it is easily replaced by another vocabulary. In this sense, even the etymology of the word in the process of communication does not carry a cultural meaning. When we say "Hello!", we mean a traditional greeting at a meeting, and not a wish for health.

In the process of teaching Russian as a foreign language, one should not speak in complex terms about some non-existent mystical cultural meanings allegedly contained in the Russian language.

It is necessary to preserve the linguistic and cultural approach that has become a classic in teaching Russian as a foreign language. It is productive, understandable to teachers and students, it is justified by theory and practice. It is obvious that addressing the problem of studying language and culture at the same time is not accidental, since this allows you to successfully combine the elements of country studies with linguistic phenomena, which act not only as a means of communication, but also as a way to familiarize students with a new reality for them. “Such an approach to teaching a foreign language in many ways provides not only a more effective solution of practical, general educational, developmental and educational tasks, but also contains great opportunities to challenge and further maintain the motivation of learning” [4].

References:

1. Linguoculturology: Textbook for students of higher educational institutions. Maslova V.A. - M., 2001.- P.9
2. Ethnopsycholinguistics and linguoculturology. Vasilyuk V.V.  - M., 2012.- P.12.
3. Linguoculturology in the system of humanitarian knowledge // Tver State University. Criticism and semiotics. Issue. Luchinina E.N. 2014.- P.238-243 /
4. Cognitive linguistics and linguoculturology: features and differences // Philological sciences at MGIMO: a collection of scientific. Proceedings. Svetonosova T.A. No. 27 (42) / MGIMO (U) MFA of Russia; resp. Ed. G.I. Gladkov.-M.: MGIMO-University, 2017.-203s.- ISBN 978-59228-0272-7.-p.39-46.