Abstract
The article identifies the problem of formation of socio-cultural and lingual competenceof primary school students at foreign language lessons (namely English). The author analyzed theconcept of “socio-cultural” and “lingual” competence and their theoretical-methodicalcomponents. The essence of the socio-cultural competence is highlighted throughinternationalization of all aspects of social life and its importance for socialization of modernstudents and their preparation for intercultural communication. The researcher consideredelements of verbal and non verbal communicative behavior of students. The paper presented waysand means of attracting students to get acquainted with the culture of the countries whoselanguage they study. The methodological bases of the usage of the country and language skills andknowledge are actualized by using a particular content
Highlights
Modernization of the structure and content of primary language education against the backdrop of globalization and integration of Ukraine into the world educational space greatly increases the interest in the foreign language learning process
We set a purpose to characterize the constituents of “socio-cultural competence” and “lingual competence”, outlining the elements of speech and non speech communicative behavior, and get acquainted with the ways and means of the use of socio-cultural and lingual materials in teaching English language students in order to attract them to the culture of the people, whose language they study
Survey of different approaches shows that early decision of early foreign language learning and forming SOCIO-CULTURAL COMPETENCE (SCC) depends largely on the level of communicative development of students in the field of native language
Summary
Modernization of the structure and content of primary language education against the backdrop of globalization and integration of Ukraine into the world educational space greatly increases the interest in the foreign language learning process. Methodological basis for updating primary school is humanistic personality - oriented paradigm of education and upbringing. This paradigm aims to ensure interoperability of such modern approaches to teaching foreign languages as personality – oriented, active, communicative and cognitive, socio-cultural, intercultural, as well as competence approaches. From the standpoint of the language policy teaching foreign languages in primary school is one of the priorities of modern education Van Ek et al.) should be the creation of socio-cultural competence of students that means lingual competence and geographic knowledge systems or ideas about the main national traditions, customs and realities of the country, which is studied and systems of skills and abilities to coordinate one’s behavior in accordance with this knowledge
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