РОЛЬ КУЛЬТУРНО-ДОСУГОВЫХ УЧРЕЖДЕНИЙ В ИНКУЛЬТУРАЦИИ ИНОСТРАННЫХ СЛУШАТЕЛЕЙ

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The purpose of the article is to reveal the specifics of the process of inculturation of foreign students in the socio-cultural environment of the learning region. The authors substantiate the importance of the role of cultural and leisure institutions and their proposed programs in this process. The key concept of " The article reveals the specifics of the process of inculturation of foreign students in the foreign-language socio-cultural environment of the learning region. The authors substantiate the significant role of cultural and leisure institutions and their proposed programs in this process. The key concept of "secondary inculturation" is considered in detail, which includes both a theoretical system of knowledge about the culture of the country, and practical language learning, immersion in the environment of communication, the development of norms and traditions by adults with an established system of values. The described practice of the departmental university contributes to the development of communication skills of interaction, increases the motivation of students to learn the Russian language and, as a result, form a respectful attitude towards our country. Institutions of the socio-cultural sphere provide significant assistance in this, involving listeners in the language environment through dialogue and making them active participants in events. The paper shows the importance of the role of a teacher who helps foreign students to adapt to the situation of familiarization with a new linguistic and cultural environment, carries out a competent selection of cognitive material, taking into account the level of their training. It is concluded that as a result of such work, the cultural identity of the listeners is formed, and the process of inculturation is more effective in comparison with the use of traditional methods of language teaching. Scientific novelty: the competent selection of various forms of leisure activities conducted by institutions of the socio-cultural sphere contributes to a more successful assimilation of cultural norms, entry into the language environment, i.e. accelerates the process of inculturation, thanks to the informal atmosphere and the active participation of foreign students themselves in this educational process.