Building Socio-Cultural Competence of Future Foreign Language Teachers

Abstract

Aim. Determining significant factors and effective strategies for building socio-cultural competence of future foreign language teachers for the improvement of their training methods. Methods. The method of a pedagogical experiment, a questionnaire survey to determine the level of socio-cultural competence, testing, and the method of expert evaluations were used. Results. The results of the study indicate the positive impact of new pedagogical methods on building socio-cultural competence of future foreign language teachers. The experimental group showed an increased level of motivation according to all four motivation criteria: personal motivation (72% vs. 65% in the control group), professional motivation (68% vs. 58%), socio-cultural motivation (75% vs. 70%), and academic motivation ( 70% against 62%). Conclusions. The research found that building socio-cultural competence is a process that can be influenced by appropriate methodological approaches. The results showed the positive impact of new pedagogical methods on enhancing students’ motivation and improving their socio-cultural skills. Prospects. Further research may focus on the creation and implementation of new methods of teaching foreign languages aimed at building socio-cultural competence. It is important to identify effective methods and approaches that contribute to improving results.