Abstract
This article is devoted to the research of the formation of sociocultural competence in the process of teaching a foreign language at the senior stage with the help of the blog technology. The relevance of this article is because sociocultural competence is one of the structural components of communicative competence, which is key in the context of global intercultural communication. The aim of the research is to provide the theoretical basis and practical verification of the effectiveness of using blog technology in the formation of the sociocultural competence of senior students in a foreign language class. In the research, the authors analysed the characteristics of the blog and the benefits of its use, revealed that using the blog technology can develop almost all types of speech activities: writing, reading and listening, as well as improve the sociocultural competence of students. Obviously, the blog technology has many advantages compared to other technologies, as it includes all types of information. Consequently, the blog provides an opportunity to implement various tasks. The article describes the experimental work, namely, its purpose, tasks, stages, conditions, content, methods of teaching the formation of the sociocultural competence of senior students.
Highlights
In the period of globalization, the study of a foreign language becomes a necessity for integration in the modern world
Sociocultural competence is one of the structural components of communicative competence, which is key in the context of global intercultural communication
To increase the efficiency of shaping sociocultural competence among schoolchildren, we suggested using the blog technology Web 2.0
Summary
In the period of globalization, the study of a foreign language becomes a necessity for integration in the modern world. The high degree of mobility of people around the world leads to intercultural interaction. In this regard, according to the new educational standards of June 5, 2012, each graduate of the Russian school is obliged to master at a certain level at least one foreign language. Language learning includes many aspects, one of which is sociocultural. The significance of the sociocultural component is often underestimated, it is precisely it, in our opinion, that can contribute to the transformation of the English language into a subject-specific discipline in Russian secondary schools
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