Функционирование континуальных форм английского глагола как межкультурный компонент профессионально-ориентированного обучения иностранному языку

Abstract

The aim of the paper is to determine the need to introduce the main aspects of intercultural interaction in the field of professionally oriented teaching of English as a foreign language from the perspective of linguopragmatics in general and the communicative-pragmatic intention of the speaker in particular. The author of the paper points out that a cognitive-pragmatic approach should be followed in foreign language teaching. The paper is novel in that its author proves that there is a need to take into account the cognitive-pragmatic level of English grammar mastery and the speaker’s intentions (in particular, when observing the functioning of Progressive verb forms) when teaching professionally oriented English in terms of intercultural communication skills development. The paper describes the features of the English verb tense category; identifies the ways of intention expression through continuity; determines the extent to which culture-specific variants of the functioning of English Progressive verb forms are represented in textbooks and teaching aids in the subject. As a result of the study, it has been found that the learning and teaching support kits used in the practice of teaching a professionally oriented block of a foreign language do not take into account intercultural differences in the functioning of verb forms, which confirms the need to modify the learning and teaching support kits in order to focus students’ attention on both the intentional load of English grammar and continuity.