Linguocultural Competence Research Articles

Опыт использования проектных заданий при формировании лингвокультурологической компетенции у студентов нелингвистических специальностей на занятиях по иностранному языку

The study aims to describe the experience of using project-based assignments in forming linguocultural competence in non-linguistic students during foreign language classes. The study material consists of final project assignments at the end of sections in the textbook “Zeit für Deutsch” (“Time for German”) by S. A. Volina, G. B. Voronina, and L. M. Karpova. The scientific novelty of the study lies in describing the content and stages of project-based assignments aimed at forming linguocultural competence in non-linguistic students in German language classes, which corresponds with the goals of foreign language teaching in higher education institutions. The results of the study indicate a positive attitude of learners towards project-based assignments in the study of not only foreign languages but also the culture associated with the language. The following advantages of these assignments for learners should be highlighted: 1) application of previously learned vocabulary; 2) assimilation of new lexical units containing cultural semes; 3) motivation to seek new information related to cultural differences; 4) a creative approach to project implementation; 5) a playful nature of social interaction. The use of project-based assignments in foreign language teaching effectively forms linguocultural competence in non-linguistic students, which contributes to the adaptation of speech behavior to the cultural characteristics of the interlocutor, minimizing the likelihood of misunderstanding. This ensures successful and harmonious interaction in the process of cross-language communication.

Mind-mapping as a tool for forming linguocultural competence in teaching Russian as a foreign language in a higher education institution

Mind-mapping as a tool for forming linguocultural competence in teaching Russian as a foreign language in a higher education institution

Russian-Korean Paremiological Dictionary as a means of forming the linguocultural competence of Korean students of Russian studies

Russian-Korean Paremiological Dictionary as a means of forming the linguocultural competence of Korean students of Russian studies

Development of linguocultural competence in teaching a foreign language

Relevance. Teaching a foreign language is associated with the assimilation of a number of educational competencies, including linguoculturological, it performs a system-forming function in learning the basics of a foreign communicative culture by students. In this regard, the programmes/technologies of mastering a foreign language by students are focused on optimising practical activities, considering the resources of intercultural dialogue, and reducing the risks of communication barriers. However, in scientific practice, there is a pronounced shortage of systematic studies concerning the problem of the development of linguocultural competence among foreign language learners. These circumstances determine the relevance of studying the stated problem. Purpose. The purpose of the study is the theoretical analysis and systematisation of scientific and methodological data, the implementation of a linguocultural approach in teaching foreign languages. Methodology. For an in-depth study of the stated problem, general scientific logical methods and methods of cognition were used. In particular, the analysis and synthesis of the material under study, induction and deduction were used as methods of clarifying scientific conclusions and expanding ideas about the possibilities of a linguoculturological approach in teaching foreign languages. Results. The study presents scientific data on the application of the linguoculturological approach in teaching foreign languages, considering various aspects of its application within the framework of the personality-oriented vector of the development of students' communicative competencies. Conclusions. The obtained scientific data on the application of the linguoculturological approach in teaching foreign languages allow considerably optimising the assimilation of the methodological foundations of successful intercultural interaction, choosing the optimal ways of applying knowledge in a multicultural dialogue by students. Furthermore, the theoretical developments of this problem can be used in choosing the optimal strategies for increasing the professional motivation of students studying foreign languages.

ON THE ISSUE OF THE DEVELOPMENT OF LINGUOCULTURAL COMPETENCE

This article presents a theoretical model of the formation of linguocultural competence by applying a linguocultural approach in foreign language classes, which was developed as part of the master's thesis “Linguocultological aspects of foreign language teaching based on media materials”. The article presents the history of the emergence of linguoculturology as a science, as well as the relationship of this science with “linguistic anthropology”, “anthropological linguistics”,“sociolinguistics” and “ethnolinguistics”. Aspects of the application of the linguocultural approach in the context of the formation of linguocultural competence are considered. Also, the advantages of using electronic authentic media resources for the purpose of forming this competence are indicated due to their fullness with certain markers - linguoculturemes, which are represented in the form of linguistic phenomena. It is noted that within the framework of the educational process, electronic media texts can be used to form reading skills in foreign language lessons. As an example of the application of a linguoculturological approach using linguoculturemes taken from electronic media texts, the practical training section offers an excerpt of an English lesson for students of non-linguistic specialties of the 1st year of the university based on the materials of the article “Meet the people who took an evening class ... and changed their life” from the online newspaper The Guardian. Key words: linguoculturology, linguocultural approach, linguocultural competence, authentic materials, electronic media resources, The Guardian.

Межкультурная компетенция: векторы интерпретации, смежные понятия (теоретические основы)

The study aims to illustrate the discrepancies and redundancy in the terminological apparatus of pedagogy in the context of understanding the notion of ‘intercultural competence’. The paper clarifies the definitional characteristics of the terms related to intercultural competence: intercultural communicative competence, sociocultural competence, existential competence, linguocultural competence, strategic competence. The scientific novelty of the paper lies in providing arguments in favor of the expediency of considering the notion of ‘intercultural competence’ in the universal and special meanings, the latter being determined by a particular target audience. As a result, the notion of ‘the intercultural competence of foreign students in the multicultural educational environment of the university’ is actualized, its content is revealed.

Linguocultural competence of future Chinese translators: the current state of its development

The article focuses on the study related to linguocultural competence of future translators of the Chinese language, its structural elements and factors of its development. The concept "competence" has been analysed and clarified within the framework of training future translators of the Chinese language in high school. It has been found out that linguocultural competence is part of the spectrum made of basic competences that should be formed and developed in order to fully achieve academic success. The pedagogical phenomenon "competence" is interpreted as a quality-resultative integrated characteristic of the individual, which is identified at the end of the study through the knowledge, skills and experience accumulated in the process of profession-oriented training and the ability to use them in practical activities. It has been proved that the “criterion” is the key phenomenon of the quality assessment in education system. The author defines the criteria and indicators for assessing the linguocultural competence of students, as well as the levels of this competence proficiency in the Chinese language. The criteria for assessing the linguocultural competence of students is associated with the reflection degree of the object’s properties integrity which ensures its existence; with a criterion for evaluating activity results the content of which is revealed due to certain markers (indicators); with a feature on the basis of which an assessment is made, which is specified in indicators. The structure of the linguocultural competence of future Chinese translators has been determined. The criteria and indicators of the linguocultural competence of future Chinese translators have been presented: cultural-educational competency (with indicators: philosophical-cultural, Confucius-oriented), literary-artistic competency (with indicators: folkloric-ethnographic, lyrical-prosaic), comparative-cultural competency (with indicators: educational-cultural, national-cultural), professional-communicative competency (with indicators: linguistic-communicative, translation- and activity-oriented).

Формирование лингвокультурной компетенции как неотъемлемая составляющая процесса профессиональной подготовки преподавателя иностранного языка

Importance. The appeal to the anthropocentric paradigm of scientific knowledge at the turn of 20th–21st centuries alongside with the active development of international cooperation in various fields require updating the content and objectives of linguistic education through the integrated study of languages and cultures. However, the problems of development of the linguocultural competence as an integral part of professional training of a foreign language teaching specialist currently need more detailed study. The aim of the research is to characterise the concept of “linguocultural competence” and to consider the methods for the development of the competence in the context of professional training of a future teacher. Materials and Methods. The analysis of the scientific and methodical literature that served as the research material, the systematization and comparative analysis of approaches to the interpretation of the characteristics and content of the “linguocultural competence” concept, the design of educational activities in the context of the development of linguocultural competence among students of language specialties made up a set of methods used in this work. Results and Discussion. The existing approaches to the interpretation of the term “linguocultural competence” and similar definitions of “linguoculturological competence”, “cultural and linguistic competence” are studied. A definition relevant for use in the process of professional training of a foreign language teacher is proposed, as well as a description of some methods of work on the development of linguocultural competence among students of language specialties. Conclusion. The integration of relevant cultural and linguistic aspects into the content of linguistic education contributes to improving the quality of professional training of students – future teachers of a foreign language. The development of linguocultural competence among students of language specialties is a prerequisite for the successful implementation of their professional activities.

FORMATION OF LINGUACULTURAL COMPETENCE OF A FUTURE TEACHER BASED ON QUEST TECHNOLOGY

The article is devoted to the main ways and means of forming the linguocultural competence of students on the basis of innovative quest technology, which makes it possible to successfully carry out the professional and pedagogical training of a future teacher, and reveals the essence of the basic concepts.

A method of projects as a means of developing a linguistic and cultural competence in high school English classes

This paper considers a linguoculturological approach to teaching a foreign language, a method of projects as one of the most effective methods in the process of developing a linguocultural competence among secondary school students. The authors consider the stages of work on short-term projects or lesson projects. The authors propose to comply with four stages: preparation, planning, research, presentation and assessment of the results of project activities. The analysis of the Spotlight 8 educational and methodological complex allowed the authors to propose a transformation of the tasks of the sections marked Project from tasks for the written skills development into full-fledged lesson projects, having developed all necessary stages, assessment criteria, options for implementation and development of the project. The paper proposes a development of short-term projects for the modules of the Spotlight 8 textbook. The development includes a full-fledged lesson scenario for a lesson project in a specific module, assessment criteria that can be useful to the teacher both for assessing an individual, and a paired, group project. The paper may be of interest to teachers of a foreign language, methodologists, teachers of educational organizations of additional education, teachers supervising project activities. The developed evaluation scheme, detailed stages of work on a lesson project will be interesting and useful for an English teacher.

Techniques for the formation of linguocultural competence through the study of forbidden words for students in grade 7

The article deals with the problem of the representation of the taboo vocabulary of the Kazakh language in a textbook for the 7th grade of a general education school. In particular, we are talking about the study of taboos and euphemisms, dysphemisms, superstitions and "forbidden" vocabulary, which in general can be classified as lexical prohibitions. Superstitions and prohibitions were perceived as the law of society and as generally accepted principles. In this regard, for each Kazakh, these concepts had a high linguocultural value. The article reveals such features of forbidden vocabulary as unconditional execution, non-execution and other properties of words used on the basis of strict rules. Forbidden words, absorbing national ideas about life and death, nature and knowledge, morality, reflect the moral prerogatives of the Kazakh society. Familiarization of students of modern schools of Kazakhstan with forbidden words goes beyond the limits of grammatical knowledge and contributes to the formation of linguocultural competence and the formation of the moral foundations of the younger generation. The approaches to the study of taboo vocabulary displayed in the article complement the methodology of teaching the Kazakh language and have practical value.

Interpretation of Linguoculturology in Literature

Abstract: Linguocultural competence enables students to better understand and respect common behavioral patterns, ways of thinking and rules of verbal and non-verbal communication within both their own socio-ethnic community and a foreign one. It arms them with skills required to interact with representatives of other linguocultural societies while knowledge about the world processed and stored in the form of concepts and channeled through language units helps build cognitive foundations of communication.

КОНЦЕПТОСФЕРА СОВРЕМЕННЫХ УЧЕБНИКОВ ПО РУССКОМУ ЯЗЫКУ ДЛЯ ПЯТЫХ КЛАССОВ*

The paper deals with the implementation of the educational function of school textbooks of the Russian language for fifth-graders with the help of such conceptual spheres as “family”, “friendship”, “motherland”, “nature”, “culture”, “life”, as well as with using them as the foundation for the formation of the students’ linguocultural competence of students, stipulated by the Federal State Educational Standard. The article discusses the approaches of K. D. Ushinsky and A. A. Potebnya to the study of language, as well as the principle of nationality associated with the main concepts that form the worldview of schoolchildren. The author demonstrates the continuity of these views in the modern methodology of teaching native languages using the example of the linguoconceptocentric approach developed by N. L. Mishatina. The paper analyzes the role of conceptual spheres in educational literature and compares the approaches of different authors and compilers of teaching materials. The author examines three textbooks (edited by E. A. Bystrova, M. M. Razumovskaya, and P. A. Lekant and A. D. Shmelev) included into the federally approved list of textbooks for Russian fifth-graders. The conclusion is that the most extensive range of concepts is presented in the textbook edited by A. D. Shmelev. Therefore, this book exercises its educational and formative function to a greater extent through such categories as good, evil, truth, conscience, love, etc. The paper proposes a number of teaching activities involving the concepts of “family”, “friendship”, “homeland”, “morality”, “culture”, “nature”, and “life”.

Formation of Linguo-Culturological Competence of Future Native Language Specialists

Today, one of the most important directions in the development of education is the use of a competency-based approach, in particular, in the development of skills related to the practical application of a person's communicative abilities, and cultural, social, informational competencies. Despite the fact that this issue is widely discussed in the scientific and pedagogical literature, the cognitive approach prevails in schools and universities. Recently, in the scientific literature, considerable attention has been paid to the concept of "linguocultural competence", "linguocultural competency". Linguistic and cultural competence is a system of knowledge about culture, embodied in a certain national languageand aggregate of special skills on operating this knowledge in practice. This article deals with the problems of the concept of "competency" and "linguocultural competency". Modern approaches to the formation of linguocultural competence in the training of teachers of the Kazakh language and literature are considered.

МЕТОДИЧЕСКИЙ ЭКСПЕРИМЕНТ КАК ИНСТРУМЕНТ РАЗВИТИЯ ЛИНГВОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ИНОСТРАННЫХ СТУДЕНТОВ

The article is devoted to the topical issue of conducting an experiment to assess the effectiveness of teaching the Russian language to foreign students. The goal is to describe the technology of conducting a methodological experiment on the example of the process of developing the linguocultural competence of foreign undergraduates. The objectives of the study are to demonstrate the procedure of a methodical experiment, to test it in a study group, and to interpret the results obtained. The criteria for experimental activity are described, the stages of conducting a methodical experiment and their functions in the learning process are characterized. The author's definition of «linguocultural competence» concept is given, its components (cognitive and activity) are presented, the content of each of them is described in detail. As an example, a phased development of a methodological experiment is presented, the purpose of which was to create and test a set of exercises and tasks aimed at developing and improving the linguocultural competence of foreign undergraduates. The stable units containing culturally significant information served as linguistic material. The paper presents the specification of the control and measuring materials complex for the input and final verification of the level of knowledge and skills of undergraduates, examples of test tasks are given. The content of the training stage of the experiment is described, examples of instructions for tasks that were used in the classroom and independent work of students are demonstrated. At the end of the experimental work, results were summarized and conclusions were formulated. The conditions conducive to the effective implementation of experimental work are noted, barriers are identified that impede the successful development by foreigners of a foreign cultural space, fixed in linguistic signs.

Соизучение языка и культуры в российской и китайской методиках преподавания иностранных языков (русский язык как иностранный; китайский язык как иностранный)

The purpose of the study is to trace in a comparative aspect the development of the language and culture co-learning idea in methodological works by Russian and Chinese researchers. The paper shows similarities and differences of approaches in the implementation of the language and culture co-learning idea in the process of foreign language teaching; considers views of scholars and teaching methodology experts on the issue of forming the necessary competencies in students who learn foreign languages. Scientific novelty of the study lies in identifying reference points in the approaches taken by Russian and Chinese teaching methodology experts regarding the role of foreign language learning in the context of culture, in clarifying the scope of the concept of “linguocultural competence” in relation to philological education and training of future philologists; in introducing ideas of Chinese researchers who have not been previously published in Russian into the Russian-language scientific discourse. As a result of the study, the author has outlined the important points of convergence of methodological views on language and culture co-learning, on which new methodologies of teaching Russian as a foreign language to Chinese students can be based, drawing on the traditions adopted in the Chinese foreign language teaching methodology.

The formation of linguocultural competence of students in terms of the Russian-Chinese border (in terms of Transbaikalia)

The paper discusses the pedagogic problem of the formation of linguocultural competence (LCC) comes to the fore in the integral system of the development of the communicative competence of China-science students of higher education in the conditions of the Russian-Chinese border area. This is due to the transformation of the Russian system of training specialists as a result of the introduction of the Federal State Educational Standard Higher Education (FSES HE 3++), the introduction of the presentation of completely new requirements for professional competences. The purpose of the research is to show the author's model development of the linguocultural competence of China-science students in terms of the Russian-Chinese border (in terms of Transbaikalia). In the research, the authors solve the following problems – the formation of LCC in students on the basis of linguocultural approach; analysis of the moral-psychological training of the student and focus on his future working conditions; identifying optimal pedagogic conditions for the effective formation of LCC; analysis of educational cooperation of border regions of Russia and China. The article considers the optimal organisational and pedagogic conditions for the formation of the LCC and we analyse the moral and psychological preparation of the student's personality and its orientation to future working conditions. The author's model development of the linguocultural competence of China-science students has demonstrated the formation of the LCC among China-science students in the conditions of the Russian-Chinese border and that will contribute to solving the issues of improving the quality of professional competence of graduates, which is manifested in their successful adaptation to the labour market. LCC is a means of socialisation of the student's personality, it gives an understanding of behaviour in a certain ethno-cultural (multicultural) group, it promotes the formation of social and value orientations, the development of a tolerant attitude to other cultures.

PEDAGOGICAL PECULIARITIES OF FORMING LINGUOCULTURAL COMPETENCE OF HIGHER EDUCATION STUDENTS IN KARAKALPAKSTAN

The article deals with the pedagogical importance and peculiarities of linguocultural competence and ways of forming linguocultural competence of higher education students in Karakalpakstan. The article gives students a clear explanation of the linguocultural competence and its interactions throughout its development, and improving linguocultural competence with the help of materials in the English and Karakalpak languages. In the article, empirical, qualitative, comparative, and semantic methods analyses have been used. Furthermore, interviews for the research problem were based upon fifteen questions and questionnaires were administered and interviews were conducted. The author notes that through learning national proverbs based on a comparative analysis, students will be able to learn national and foreign culture, and develop linguocultural competence as well. KEY WORDS: competence, linguocultural competence, Karakalpak language, foreign language (FL), classification, national proverbs, comparative analysis.

DEVELOPMENT OF UNIVERSITY STUDENTS’ LINGUOCULTURAL COMPETENCE UNDER CONDITIONS OF CORONAVIRUS PANDEMIC: UKRAINIAN DIMENSION

The aim of the study is to analyse the educational means facilitating the development of the linguocultural competence within the academic environment in Ukraine under conditions of the coronavirus pandemic. About 60 senior students and 15 university instructors giving classes in English and Chinese participated in the research. The research methodology is based on analytical and practical analyses of the normative documents facilitating the correlation of foreign language education standards in Ukraine, Europe and China; interviewing; observation (within the experimental study/training). The results show that all students and instructors admitted the importance of culture-related issues in the process of teaching and learning languages; 99% of the teaching staff and 75% of the students chose a more detailed content of culture-related issues to be taught/learnt; 80% of instructors and 78% of the students highlighted the importance of organising culture-related events. The research results show that it is crucial to accomplish a balanced integration of language and culture in the teaching process. Teachers should clearly understand what cultural information is significant and how to make efficient use of it by applying digital resources. The key issues teachers should pay attention to are the evaluation of cultural information, its accessibility and the most efficient ways to present it to students.

Русские загадки как средство формирования языковой и социокультурной компетенции у студентов-инофонов

Riddles are a good didactic material for working with language units of different levels in a foreign audience. Representing microtext, they can be used as material for working in classes in various disciplines: when teaching phonetics, vocabulary, grammar, reading, to develop various skills and abilities, as well as a means of understanding the specifics of Russian culture, removing the language barrier and improving intercultural communication, as well as game tasks. Riddles at the Russian as a foreign language lessons stimulate the students’ interest in the Russian language and the Russian history. The article describes the functions of riddles, the principles of their selection, and the types of tasks in Russian as a foreign language. The author suggests a set of lexical and grammar exercises for the formation of linguistic and linguo-cultural competence among foreign students in order to obtain theoretical knowledge and develop the necessary skills that can be applied by them in the practice of oral and written speech. The teacher can use riddles both during the lesson and as a homework or as a form of knowledge control. The results of the study, it seems to us, can be used in the Russian language classes for foreigners of various levels from A1 to B2, as well as in theoretical courses in lexicology in master s and postgraduate studies.