Обучение устной иноязычной речи студентов лингвистических направлений подготовки в ситуации "не-диалога культур"

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This article discusses topical issues of teaching oral foreign language speech to students in a situation of “non-dialogue of cultures”. In the modern world, where conflicts between cultures often arise, the ability to effectively and competently express their positions in a foreign language is especially important. The authors offer recommendations that can help students achieve consensus and mutual understanding in intercultural communication. A foreign language can greatly expand the socio-cultural space of students. The content of teaching a foreign language in various historical contexts makes it possible to form world citizens who are aware of their role in global world processes. The current geopolitical situation can create both neighborly situations and situations of xenophobia and ethnocentrism. In the modern world, there is instability of society, the prevalence of intercultural and interethnic conflicts, cultural discrimination and restrictions on movement. In this regard, one of the most important tasks of modern language education is the development of students' ability to navigate the information flow, extract and interpret information units in accordance with their own cultural identity. To overcome the problems associated with the “non-dialogue of cultures” when teaching oral speech in a foreign language, the authors propose various technologies: contextual learning, intercultural learning technology, technology for the development of intercultural competence. The development of intercultural competence not only contributes to successful intercultural communication, but also helps to reduce disagreements and conflicts, creating a more harmonious and mutually understanding society. The current conflict between Russia and Western countries is one example of a situation of “non-dialogue of cultures”. In such conditions, the teaching of oral speech in a foreign language becomes especially important, since it can help to overcome the linguistic and cultural barrier, as well as create opportunities for dialogue and cooperation. The authors emphasize the need to provide students with the opportunity to research and discuss current events and problems related to the conflict of cultures in order to encourage critical thinking and develop argumentation skills in a foreign language. This can be achieved through news discussion, presentations, and cross-cultural projects. Moreover, the use of authentic materials, such as articles, videos, films and literature, will help students better understand cultural peculiarities and differences, which will make their learning more relevant and allow them to develop speaking skills at a higher level. The authors have developed and described certain strategies for the development of speaking skills in a foreign language in a conflict of cultures. The article contains practical recommendations that will help students overcome difficulties in mastering oral foreign language speech, as well as develop global consciousness, mutual respect and patriotism. The authors present an analysis of the results of the experimental training of thirdyear students in linguistic areas of training in order to develop their skills of oral foreign language communication in situations of “non-dialogue of cultures”. The study was conducted to assess the level of language and speech achievements of students. The results of the analysis showed that the proposed tasks contributed to an increase in the level of language and speech competence of students. The subjects demonstrated significant progress in the ability to express their thoughts and ideas in English, showed possession of a large volume of information units when comparing cultures, and also showed the ability to adapt and find compromises in various situations of intercultural communication. After conducting an experimental training, the students demonstrated the ability to achieve the goal of utterance and argumentatively get out of the situation of intercultural tension. The authors note an increase in the level of development of the Russian cultural identity of students, which is reflected in the ability to express their own position, to represent their native country in various civilizational manifestations. The results obtained can be used to create programs and training courses in the areas of “Linguistics”, “Pedagogical Education”, “Translation and Translation Studies”.