ВАЖНОСТЬ РАЗВИТИЯ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА

THE IMPORTANCE OF DEVELOPMENT OF SOCIOCULTURAL COMPETENCE AT FOREIGN LANGUAGE LESSONS

Dana Turgumbayeva

master degree student, Kazakh Ablai Khan University of International Relations and World Languages,

Kazakhstan, Almaty

АННОТАЦИЯ

В данной статье представлена важность развития социокультурной компетенции на уроках английского языка, зафиксированы основные и наиболее популярные способы формирования социокультурной компетенции на уроках английского языка. Социокультурная компетентность является одной из ключевых компетенций, которые должны формироваться на уроках иностранного языка. Владение языком без знания культурного компонента приведет к тому, что человек не сможет объяснить речевые намерения собеседника и контекст высказывания, то есть уловит только значения слов, но не психологический, социальный и культурный подтекст. К основным способам формирования социокультурной компетенции относятся приобщение к культуре, художественной литературе, а также погружение в языковую среду посредством аутентичных аудио- и видеозаписей, ролевых игр, диалогов.

ABSTRACT

This article presents the importance of developing socio-cultural competence in English lessons, captures the main and most popular ways of forming socio-cultural competence in English lessons. Sociocultural competence is one of the key competencies that should be formed in foreign language lessons. Language proficiency without knowledge of the cultural component will lead to the fact that a person will not be able to explain the speech intentions of the interlocutor and the context of the statement, that is, he will catch only the meanings of the words, but not the psychological, social and cultural subtext. The main ways of forming socio-cultural competence include familiarization with culture, fiction, as well as immersion in the language environment through authentic audio and video recordings, role-playing games, dialogues.

Ключевые слова: социокультурная компетентность, обучение иностранному языку, культурологический компонент.

Keywords: socio-cultural competence, teaching foreign language, cultural component.

In today's world, especially in the age of globalization, significant emphasis is placed on instilling tolerance for various cultures in the younger generation. What can be done to get better results in this area? What is the ideal approach to organize work in the classroom such that all forms of connectivity competences are formed? How can socio-cultural competency be developed within the context of teaching certain subjects? All practicing instructors ask themselves these questions. Teachers of a foreign language are in a better position here because it is easier to develop socio-cultural competence by teaching it. The study of the history, traditions, and culture of the country of the language being studied becomes an intrinsic aspect of English courses. Students study literature, folklore samples, language traits, and etiquette of English-speaking countries in foreign language classes. The importance of cultural nonverbal behavior, which is also a component of the culture of English-speaking individuals, is also highlighted. Students have the opportunity to evaluate the achievements of their local culture in foreign language classes, which adds to the building of a sense of pride and patriotism.

According to Azimov and Shchukina [1, p. 275], sociocultural competence is "a set of knowledge about the country of the language being studied, the national and cultural characteristics of native speakers' social and speech behavior, and the ability to use such knowledge in the process of communication, following the customs, rules of conduct, etiquette, social conditions, and behavioral stereotypes of native speakers."

Sociocultural competence is a multifaceted notion that has drawn the attention of a variety of disciplines, including pedagogy, cultural studies, social psychology, and foreign language teaching methods [2, p. 42].

As defined by Safonova V.V., sociocultural competence is the availability of knowledge in various social and cultural spheres that characterize the country, various societies, and societies of the country of the language being studied, as well as the ability to apply this knowledge appropriately in the act of communication [3, p. 3].

According to Sysoev P.V., sociocultural competence involves broadening one's information of the sociocultural specifics of the dialect being considered, progressing one's capacity to adjust one's discourse and non-speech behavior to the specifics of the rising sociocultural setting of action, and creating the capacity to comprehend and translate phonetic and social actualities based on shaped esteem introductions [4, p. 201].

N.M. Andronkina accepts that sociocultural competence signifies a certain substantive premise, the level of information of cultural-historical, linguocultural, sociocultural and etymological (phonetic) information, verbal code and paralinguistic implies of a specific dialect [5, p. 42].

After analyzing the over interpretations of this term, it is conceivable to characterize sociocultural competence as a set of information approximately the social, sociolinguistic and moral characteristics of the society of the nation of the dialect being considered, as well as the readiness and capacity of understudies to apply this information in remote dialect communication.

Sociocultural competence can also be defined as a combination of the following subcompetences:

• Country studies - knowledge about the geographical, political, social structure of the country, knowledge about everyday life, about traditions and customs, about the culture of the people, art, national cuisine, holidays and the corresponding skills of recognizing and using language units with national and cultural specifics;
• Behavioral - knowledge and application of the norms of speech etiquette, cliché phrases, forms and means of non-verbal communication.
• Psychological - ideas about the peculiarities of the national mentality, typological features of the national character, a sense of tolerance towards ethnic characteristics, overcoming prejudices.
• Linguocultural - knowledge of socially and culturally marked lexical units, the ability to choose them in accordance with the content of the statement.

Sociocultural competence contributes to the realization of the extreme objective of learning the arrangement of the capacity and availability of the person for intercultural exchange, as well as its tolerant and positive recognition of a outside culture. All this will permit you to effectively take part within the handle of intercultural interaction. Nowadays it is imperative to instruct not so much outside dialects, but intercultural communication. In this respect, the most objective of instructing a outside dialect as a implies of worldwide communication is the understanding of one`s claim and other societies, the move from examining the truths of the culture of the nations of the dialect being considered to understanding and understanding the ways in which social contrasts impact the communication prepare.

According to Vasilyeva A.A., the successful formation of socio-cultural competence is impossible without the development of students' tolerance. “In the process of teaching a foreign language to students, it is necessary to take into account the following factors that contribute to the formation of tolerance:

• comparison of foreign language material through the prism of an insider (representative of a foreign language society) and an outsider (representative of another society) and identification of common and different professionally significant skills and contexts of professional activity;
• selection of appropriate learning technologies based on
• communicative-pragmatic and cognitive approaches that correspond to the nature of professional activity;
• development of the course infrastructure in accordance with the laws of the student's cognitive activity and the selection of educational materials" [6, p. 53].

As noted by Boldyreva T.V. “fundamental in educating a foreign language is the deliberate study of languages and societies within the process of acing the norms of intercultural communication within the considered ranges (social, business, socio-political, scientific, technical, pedagogical), including the communicative-cognitive study of national language cultures within the setting of life nations of the considered and local languages” [7, 2011].

The success of the formation of sociocultural competence, according to Shumakov D.G., depends to a expansive degree on “the ampleness of the method of foreign language education of students to the requirements of a variable sociocultural environment that reflects the foremost noteworthy and commonplace zones of sociocultural activity” [8, 2013]. Since sociocultural realities are dynamically developing, the content of sociocultural competence is additionally within the handle of continuous change. Appropriately, in outside dialect lessons it is essential to utilize such implies of shaping socio-cultural competence that reflect these changes. One of such energetic wonders is foreign-language mass culture.

For the development and formation of a socio-cultural orientation, as a component of communicative competence, the most effective lessons are those that imitate any activities or types of work: travel, excursion, protection of tourist projects, lesson - (role-playing) game, lesson-competition, lesson-quiz and others.

Mastering socio-cultural knowledge and skills, students expand their linguo-cultural and regional studies through new topics about the country of the language being studied, its science, culture, realities, famous people in various types of speech activities: listening, speaking, reading and writing.

Authentic information and reference texts serve as the material for teaching listening comprehension: audio information in galleries and museums, tourist guides, announcements at the airport, train station, and in transport. In addition, students are offered texts that may come across in real life when studying or visiting the country of the language being studied: weather forecast, news, sports reports, instructions, interviews.

Learning to read texts of linguistic and cultural content has a certain novelty, since these texts always contain the realities of the country of the language being studied. Taking into account age, subjects and problems, students are offered authentic texts of various styles: journalistic, popular science, philological, artistic.

When working with text, there are three main stages: pre-text, text, post-text. At the stage of text anticipation, I consider the following methods to be the most effective: 1) guessing the content from the title; 2) motivated questions; 3) filling in the gaps, 4) brainstorming (an operational method of solving a problem based on stimulating creative activity, in which the participants in the discussion are asked to express as many solutions as possible, including the most fantastic ones, then the most successful ones are selected from the total number of ideas expressed, which can be used in practice).

At the text stage - 1) reading with notes, 2) filling out a diagram that reveals the sequence of events in the text, 3) placing paragraphs in the correct sequence, 4) filling out a basket of ideas.

Productive tasks of the post-text stage are tasks in which students must highlight the main idea, thought, information; determine the causal relationship of events and phenomena; evaluate the importance, novelty, reliability of information, etc.

For successful intercultural communication, it is necessary to assimilate a foreign language culture at the third, value level, which will allow one to form a mentality. It is important to remember that acquaintance with a foreign language culture occurs in comparison with one's own.

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