Characteristics of the concept “linguistic culture. Language culture and speech culture

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Language and culture. Linguoculturology

Introduction

At the turn of the 20th and 21st centuries, the anthropological trend dominated in the humanities. According to the anthropocentric paradigm, we “see the world through the prism of man” and our activities in it. This can be confirmed by the example of metaphors: “snowflakes are dancing; mother winter; the years pass”, “the world, awakening, roused itself; the azure of heaven laughs” (F. Tyutchev). An anthropocentric order of things is formed in a person’s consciousness, which determines his values. In this regard, the linguistic personality becomes the focus of linguistics. [Maslova, p. 4]

In line with the anthropological trend, studies were carried out combining linguistic, cultural and ethnographic approaches. There was a movement in linguistics towards identifying the mechanisms of interaction of such fundamental systems as language, culture, national mentality, communication and consciousness. Linguistics has developed and continues to develop now in the direction from internal to external, implying the study of language not only within its system, but also in its connection with human thinking. [F. de Saussure] The result of this development is the emergence of a new science - linguoculturology.

Now this science is in its infancy; many of its components are still in the process of being understood and discussed by various researchers.

The purpose of the work is to consider the relationship between language and culture and to study different approaches to this problem in linguistics.

The relevance of this study is explained by the fact that... Economic, cultural and scientific contacts of countries and their peoples make relevant topics related to the study of intercultural communications, the relationship of languages and cultures, the study of linguistic personality... and also by the fact that... In the process of teaching a language, communication in this You can’t do without a language without culture. To teach verbal communication, it is necessary to find out how language and culture are connected and how to show this relationship in the teaching process.

Since linguoculturology is a fairly young direction in linguistics, most of the works examining the relationship between language and culture belong to the 20th-21st centuries.

The forerunner of this direction can be called W. von Humboldt, who considered language in its relationship with man and nation.

One of the most important functions of language is its participation in the creation, development, storage and transmission of culture. It is thanks to this relationship between culture and language that such a direction in linguistics as linguoculturology appeared.

Linguoculturology(from Latin: lingua - language, cultura - culture, logos - science, teaching) - a modern developing science that arose at the intersection of linguistics and cultural studies. She studies language as a cultural phenomenon that expresses the mentality of a nation. In other words, how the culture of a people is reflected in its language. [Maslova, p. 1-6]

Such sciences as ethnolinguistics and sociolinguistics are closely related to linguoculturology. [Maslova, p. 6] Moreover, ethnolinguistics is the theoretical foundation of cultural linguistics. This is “a direction in linguistics that studies language in its relation to culture, the interaction of linguistic, ethnocultural and ethnopsychological factors in the functioning and evolution of language” [Linguistic Encyclopedic Dictionary, 1990, p. 597].

However, the linguocultural paradigm, in contrast to ethnolinguistics based on the diachronic approach, studies the interaction of language and culture from the point of view of synchrony. [Dictionary, p. 49] Among the outstanding ethnolinguists are W. von Humboldt, F. Boas, D.K. Zelenina, A.A. Potebnya.

The scope of activity of sociolinguistics is narrower than that of linguoculturology; this science studies the relationship between language and society precisely from the perspective of the characteristics of the language of different social and age groups. [Maslova, p. 8]

Also closely related to linguoculturology can be called ethnopsycholinguistics. Their main difference is that the main research method in ethnopsycholinguistics is an associative experiment, while linguoculturology uses various linguistic and psycholinguistic methods.

Sciences close to cultural linguistics are contrastive linguistics and regional linguistics. However, linguoculturology is focused not so much on recording cultural and etymological information about the history of a word or expression, but on the study of “ethnic logic”, which is expressed by the internal form of a word, the study of the semantics and pragmatics of a linguistic sign. [Dictionary, p. 49]

ABOUT object studying linguoculturology - the relationship and interaction of culture and language in the process of its functioning and the study of the interpretation of this interaction.

Itemohm The study of linguoculturology is language and culture in their interaction.

One of the most significant concepts in linguoculturology is the concept of culture. It needs to be defined.

Culture from the Latin colere meaning “cultivation, education, development, veneration, cult.”

According to Sapir, culture is “the socially inherited set of practical skills and ideas that characterize our way of life” [Sapir, 1993, p. 185]

Maslova characterizes culture as everything that appeared thanks to human activity, his purposeful reflections [Maslova, p. 9]

According to V.V. According to Vorobyov, culture is “a system of material and spiritual values.” He calls the main purpose of culture its ability to spiritually enrich the individual. [Vorobiev, p. 20-21]

A developing personality cannot do without communication and dialogue between cultures. Based on this relationship, the central triad of linguoculturology is formed: “language - national personality - culture”. [Vorobiev]

W. von Humboldt was one of the first to say about this connection: “Language is the world lying between the world of external phenomena and the inner world of man.” He argued that every nation expresses itself in language. [Humboldt, 1956, p. 348]

Understanding language as an intermediate world, his followers, representatives of neo-Humboldtianism, first of all, the head of this linguistic school - L. Weisgerber

The culture of mankind is a collection of ethnic cultures, each of which has its own characteristic features and is distinguished by its ethnic identity. Differences in ethnic cultures are manifested, for example, in the way people work, relax, eat, and speak. For example, it is believed that the most important feature of Russians is collectivism (conciliarity according to Dostoevsky), therefore they are distinguished by a sense of belonging to a particular society, warmth and emotionality of relationships. This feature of mentality and culture is reflected in the Russian language. According to A. Vezhbitskaya, “the Russian language pays much more attention to emotions (than English) and has a much richer repertoire of lexical and grammatical expressions for distinguishing them.” [Maslova, p. 7-8]

Under the influence of social factors, changes occur in the language, at its lexical, phonetic and grammatical level. The changes are most clearly visible in the vocabulary of the language. There are many examples of this. Thus, in E. Sapir’s article “Language and Environment,” the author says that in the vocabulary of the language of “coastal peoples,” such as the Nootka Indians on the American coast or Basque fishermen living in southwestern France and northern Spain, there is many designations for different types of marine animals. In contrast, the languages of desert plateau dwellers have a huge number of words for various detailed geographical features, such as a waterless canyon; canyon with a small river; the side of a mountain or canyon illuminated by the sun; a slope of a mountain or canyon not illuminated by the sun; hilly terrain intersected by several ridges. This happens because people are interested in these specific properties of their environment.

However, the national character of culture and the characteristics that a language acquires depending on the factors of the social environment do not at all imply the separation of languages from each other; on the contrary, it presupposes the interaction of languages and cultures of different peoples, their mutual enrichment into a world culture. Such strong changes are possible mainly in the languages of primitive peoples, since the level of their culture is not able to take into account the diverse interests of society.

It should also be noted that the relationship between language, race and culture does not at all imply their direct cause-and-effect mediation. Thus, the boundaries of race, culture and language do not always coincide. The famous linguist E. Sapir, considering this problem, cited the example of the English language, which cannot in any way be called the language of a single race: it is spoken as a native language by representatives of the Baltic, Alpine, Mediterranean and other races. In addition, it spreads throughout the world, penetrating other cultures.

Semiotic model for the study of language and culture

According to the linguistic encyclopedic dictionary, semiotics is “a scientific discipline that studies the general structure and functioning of various sign (semiotic) systems that store and transmit information.” Language and culture can also be classified as such systems.

In the words of U. Eco: “Semiotics studies all cultural processes as processes of communication.”

G. Klaus identified four aspects of the model of semiotic description of objects:

sign - sign = syntactics

sign - meaning = semantics

sign - object = sigmatic

sign - person = pragmatics

The semiotic model can be represented using the example of the bathhouse phenomenon. The linguistic semantics of a word reveals only the reality of the object - the unchangeable and essential, characteristic of all objects of a given class. [Tolstoy, 1968, p. 29] For example, in the “Dictionary of the Russian Language” by S.I. Ozhegova, the definition of a bathhouse is “a special room or institution where they wash and steam.” The idea of a bathhouse as an object of material culture and the extra-linguistic semantics of this phenomenon are given to us by encyclopedic-type dictionaries. In the “Dictionary of the Living Great Russian Language” V.I. Dahl: “a steam room, a Russian bathhouse, a building or a place where people wash and steam, not just in dry heat, but in steam.” Dahl also lists the important parts of the Russian bathhouse - “a heating stove with cobblestones (kamenka) or with cannonballs and cast iron (cast iron), ... shelves with steps and headboards, ... benches around the walls on which they wash, vats with hot and cold water" and etc.

Thus, linguocultural interpretations reveal the national specifics of the defined class of objects and allow one to analyze the cultural object expressed in language.

The syntactics of a semiotic field contains the structural characteristics of its units. Paradigmatic characteristics indicate their systemic, nonlinear relationships, their significance in the paradigm, and syntagmatic characteristics indicate the characteristic linear, functional relationships of units, their positions in the text, and typical compatibility. These rows reflect the characteristic use of what is designated as an object of culture. For linguoculturology, the linguistic and extra-linguistic (cultural) nature of the use of the realities themselves is important. The paradigmatic series of the field is formed by hyponymic relationships (BATH): black bath, sauna, bathtub, dressing room, shelves, stove (heater, cast iron), steam room, shelves, gangs, benches, vats, basins, brooms.

History of linguistic and cultural studies

As a separate direction in linguistics, linguoculturology took shape in the 90s of the 20th century. The term “linguoculturology” itself appeared only in the last decade in connection with the work of the phraseological school headed by V.N. Telia, works by Yu.S. Stepanova, A.D. Arutyunova, V.V. Vorobyova, V. Shakleina, V.A. Maslova and other researchers. [Maslova, p. 6]

He was one of the first to consider language precisely from the point of view of its connection with man, with the nation in the 19th century. W. von Humboldt in his work “On the difference in the structure of human languages and its influence on the spiritual development of the human race.” He laid the foundation for the anthropological trend in linguistics.

Humboldt introduced the concept of “linguistic consciousness of the people.” The linguistic consciousness of a people can be understood as the form of existence of human ideas, knowledge and concepts reflected in language. Humboldt believed that “every language describes a circle around the people to which it belongs, from which you can only leave if you enter another circle,” that is, you study another language.

Also, one of the first, in contrast to the metaphysical understanding of the existence of language as something unchangeable, Humboldt affirms and substantiates the position that the true form of the existence of language is its development. [Humboldt, from 10-11]

Among Humboldt's first followers we can name the linguist and philosopher A.A. Potebnya, who in his work “Thought and Language” of 1824 examined the relationship between language and thinking. He argued that “Without speech, man would remain a savage.”

Bibliography

linguoculturology anthropological humanitarian language

1. Language, consciousness, communication: Sat. articles / Editorial team. M.L. Kovshova, V.V. Krasnykh, A.I. Izotov, I.V. Zykova. from M.: MAKS Press, 2013. from Issue. 46. ISBN 978-5-317-04486-2 48 Dictionary of linguistic and cultural terms: idea, principles, scheme, prototype1

2. Maslova “Linguoculturology”

3. W. von Humboldt. Selected works on linguistics: Trans. with him. / General ed. G.V. Ra - mishvili; Afterword A.V. Gulygi and V.A. Zvegintseva. - M.: JSC IG "Progress", 2000. - 400 p.

4. Kovshova M.L. Linguistic and cultural method in phraseology. Culture codes. M.: URSS, 2012. - 456 p.

5. V.M. Shaklein Linguoculturology. Tradition and innovation. Monograph (think about what you took from here)

6. V.V. Vorobiev Linguoculturology

7. Ferdinand de Saussure “Course of General Linguistics” - a quote from there, and if you write about what he wrote, that you cannot judge a people by their language

Posted on Allbest.ru

Abstract of the dissertation on this topic ""

As a manuscript

Borscheva Veronika Vladimirovna

FORMATION OF LINGUISTIC CULTURE OF STUDENTS

(based on learning English)

13.00.01 - General pedagogy, history of pedagogy and education

dissertation for the degree of candidate of pedagogical sciences

Saratov - 2005

The work was carried out at Saratov State University named after N.G. Chernyshevsky

Scientific director

Doctor of Pedagogical Sciences, Professor Zhelezovskaya Galina Ivanovna

Official opponents:

Doctor of Pedagogical Sciences, Professor Korepanova Marina Vasilievna

Candidate of Pedagogical Sciences, Associate Professor Svetlana Valentinovna Mureeva

Leading organization

Kazan State Pedagogical University

The defense will take place "X^ ^OAYK^lYA^_ 2005 at o'clock

at a meeting of the dissertation council D 212.243.12 at Saratov State University named after N.G. Chernyshevsky at the address: 410012, Saratov, st. Astrakhanskaya, 83, building 7, room 24.

The dissertation can be found in the scientific library of Saratov State University named after N. G. Chernyshevsky.

Scientific secretary of the dissertation council

Turchin G.D.

ЪХЪ GENERAL CHARACTERISTICS OF WORK

The relevance of research. Modern society dictates ever higher demands on a person and on all spheres of his life. A person of the third millennium, living in a new information space, must be more competent, educated, informed, diversified, have more developed thinking and intelligence. Changes in the life of the world community, the globalization of the Internet have significantly expanded the possibilities of intercultural communication. Thus, the linguistic culture of a specialist who professionally speaks a foreign language is of priority importance, and its formation is a necessary condition for the implementation of the ideas of personality-oriented education. The modern trend of teaching a foreign language in the context of a dialogue of cultures requires a specialist to master the norms of intercultural, professionally oriented communication. Achieving a level of general and professional culture that corresponds to the world level, as a goal of training, is reflected in the State Educational Standard for Higher and Professional Education, the Law of the Russian Federation on Education and other regulatory documents.

An analysis of modern literature on language policy issues in teaching foreign languages indicates an increased need for the integration of culture into the educational process. The theoretical foundations of this problem were studied in the works of I.I. Khaleeva (1989), V.P. Furmanova (1994), S.G. Ter-Minasova (1994), V.V. Oshchepkova (1995), V.V. Safonova (1996), P.V. Sysoeva (1999), etc. A new direction in research on the training of future teachers and linguists that has emerged in recent years is focused on the formation of professional competencies that are important from the point of view of intercultural communication (I.I. Leifa, 1995; N.B.Ishkhanyan, 1996; L.B.Yakushkina, 1997; T.V.Aldonova, 1998; G.G.Zhoglina, 1998; E.V.Kavnatskaya, 1998; L.G.Kuzmina, 1998; O E. Lomakina, 1998; G. V. Selikhova, 1998; E. N. Grom, 1999; O. A. Bondarenko, 2000; E. I. Vorobyova, 2000; L. D. Litvinova, 2000; M. V. .Mazo, 2000; I.A.Megalova, 2000; S.V.Mureeva, 2001; A.N.Fedorova, 2001; N.N.Grigorieva, 2004; N.N.Grishko, 2004). Quite often, researchers develop the problem of the formation and development of a specialist’s professional culture (G.A. Hertsog, 1995; A.A. Kriulina, 1996; A.V. Gavrilov, 2000; O.P. Shamaeva, 2000; L.V. Mizinova, 2001; L.A. Razaeva, 2001; O.O. Annenkova, 2002; N.S. Kindrat, 2002).

specialists in the field of language and theoretical

ROS. NATIONAL i LIBRARY I S Peter 09

■---I. ■! M*f

development of this issue. The noted contradiction allows us to formulate the research problem: what are the pedagogical means of forming the linguistic culture of students? This fact determined the choice of the research topic: “Formation of the linguistic culture of students.”

The relevance of the problem under consideration is determined by:

The object of the study is the process of multicultural education of students at the university.

The subject of the study is the formation of the linguistic culture of students in the process of learning English.

The purpose of the study is the theoretical development and scientific substantiation of a complex of pedagogical means of forming the linguistic culture of students.

Research hypothesis. The formation of linguistic culture of students will be successful if:

This process consists of several stages corresponding to the logic of the development of linguistic culture and at each of them one of its structural components is highlighted as a priority in accordance with their hierarchical subordination: at the first stage, the complex of pedagogical means is focused on the development of the cognitive component, at the second - the axiological component, at in the third, the emphasis shifts towards the motivational-behavioral component and at the final stage - the personal-creative component will take a leading place in the process of forming the linguistic culture of future specialists;

Teaching a foreign language is a continuous process carried out within the framework of a linguo-sociocultural approach from the standpoint of intercultural communication; and the author’s program for the formation of linguistic culture is based on the didactic principles of cognitive-activity orientation, situational™, contrastivity, axiological orientation, interdisciplinary and interaspect coordination, the principle of dialogue of cultures and taking into account the characteristics of the subjects of the educational process;

In accordance with the purpose, object, subject and hypothesis, it turned out to be necessary to solve the following research problems:

1. To clarify the essence of linguistic culture and give a meaningful description of this concept on the basis of a scientific and practical analysis of fundamental philosophical, psychological, pedagogical, cultural, methodological and linguodidactic literature.

3. Design a criteria system, an apparatus for diagnosing and assessing the quality of the formed linguistic culture.

The methodological basis for this study was the provisions and a number of conceptual ideas reflected in domestic and foreign philosophical, psychological-pedagogical, cultural, methodological and linguodidactic literature:

Works on cultural studies (A. A. Arnoldov, E. Baller, M. M. Bakhtin, S. I. Gessen, B. S. Erasov, A. S. Zapesotsky, F. Kluckhohn, Yu. M. Lotman, B. Malinovsky, E. Markaryan, T. G. Stefanenko, Z. Freud, M. Heidegger, J. Hofstede, A. Chizhevsky, A. E. Chusin-Rusov, A. Schweitzer, T. Edward);

Pedagogical works (V.I. Andreev, Yu.K. Babansky, A.V. Vygotsky, G.I. Zhelezovskaya, P.I. Pidkasisty, I P. Podlasy, V.A. Slastenin, S.D Smirnov);

Works on the theory and methodology of teaching foreign languages (I.A. Zimnyaya, G.A. Kitaygorodskaya, V.P. Kuzovlev, R.P. Milrud, R.K. Minyar-Beloruchev, E.I. Passov, G.V. Rogova, K.I. Salomatov, J. Harmer, E. Hadley, G. Hudson, S.F. Shatilov);

Works on cultural studies and sociocultural foundations of education (E.M. Vereshchagin, V.G. Kostomarov, Yu.N. Karaulov, V.V. Oshchepkova, V.V. Safonova, P.V. Sysoev, S.G. Ter- Minasova, G.D. Tomakhin, V.P. Furmanova, I.I. Khaleeva).

Of great importance for the study of this problem were the theoretical works of foreign scientists on general issues of teaching foreign languages in the context of intercultural communication (N. D. Brown, V. Galloway, A. O. Hadley, J. Harmer, M. Meyer, Margaret D. Push, H. Ned Seelye, J. Sheils, G. R. Shirts, S. Stempleski).

The combination of the theoretical and methodological level of research with the solution of applied problems led to the choice of methods adequate to the content, including: theoretical analysis of scientific literature on pedagogy, philosophy, psychology, cultural studies, linguistics, linguodidactics, psycholinguistics, ethnopsychology, sociology; studying the results of students' activities through questionnaires, surveys and testing; forecasting; modeling; method of observing the educational process and analyzing student responses; pedagogical experiment; diagnostic method.

The main basis for experimental research on the formation of linguistic culture of students were: Saratov State Socio-Economic University, Pedagogical Institute of Saratov State University. N.G. Chernyshevsky.

The study was conducted over five years from 2000 to 2005 and consisted of three stages. At the first stage (2000-2001), at the Faculty of Foreign Languages of the Pedagogical Institute of SSU, exploratory experimental work was carried out to identify forms and methods of research; philosophical, psychological-pedagogical, linguistic, cultural and methodological literature was studied; observation of English language practice classes in educational institutions was carried out; the experience of teaching a foreign language in the context of intercultural communication and the development of professional culture of language specialists was studied and generalized; linguodidactic, cultural and sociocultural material was selected for experimental research; a hypothesis was formulated; The research methodology was developed. At the second stage (2001-2004), ascertaining and formative experiments were carried out; the research hypothesis was tested; adjustments were made to his primary methodology; ways, means and forms of organizing the educational process were determined with the aim of effectively forming the linguistic culture of students. At the third stage (2004-2005), the research results were analyzed and summarized; theoretical and experimental conclusions were clarified; The results of the study were introduced into the practice of universities, schools, lyceums, and gymnasiums in the cities of Saratov and Engels, conclusions and practical recommendations were formulated.

The scientific novelty of the research results lies in the fact that it substantiates the search for ways to solve the problem of developing a linguistic culture among students, increasing their overall level of professional training and promoting more fruitful and effective professional communication; the content of the components of linguistic culture was specified and a refined author's definition of this concept was developed: the ability to analyze the culture of native speakers of the language being studied and their mentality through linguistic and extralinguistic factors, to form a national-linguistic picture of the culture being studied in the process of language acquisition, to assimilate this culture for fruitful intercultural communication, that is conduct a dialogue with representatives of this culture, taking into account all the norms, rules, values established and accepted in it, and acting adequately to the expected cultural models; a theoretical mechanism has been developed, stages have been identified and a set of pedagogical means for developing the linguistic culture of students has been defined; an original program for the formation of linguistic culture of students has been developed, based on didactic principles: cognitive-activity orientation, situational, contrastive, axiological orientation, interdisciplinary and interaspect

coordination; a criterion-diagnostic apparatus for identifying the levels of formed™ linguistic culture (reproductive, productive and research) has been proposed.

The theoretical significance of the research results lies in the fact that they complement and concretize existing ideas about the essence of linguistic culture and modern approaches to teaching a foreign language and thereby contribute to the development of a holistic concept of the educational process from the perspective of intercultural communication. The conducted research can serve as the initial theoretical basis for further research in the field of implementing the formation of the professional culture of future specialists.

The practical significance of the results of the dissertation research lies in the fact that it presents a complex of pedagogical means for developing the linguistic culture of students, the effectiveness of which has been experimentally tested and confirmed by positive results. The applied significance of the proposed research lies in the developed methodological recommendations that can be used in creating teaching aids for schools and universities, in drawing up work programs, curricula, special courses, for planning practical classes in English, as well as for analyzing the effectiveness and ways improving the teaching of a foreign language at a university; As part of the work, an educational and methodological manual on text interpretation, an educational and methodological development on communicative grammar, a number of multimedia lectures and presentations of a sociocultural orientation, which are presented on the INTERNET system and can be used for distance learning (www seun gi), plan a map of the introductory and remedial course, and also developed methodological recommendations for ensuring the educational process in the 1st year of the language faculty with additional materials for conducting Olympiads according to international standards.

The reliability of the research results obtained is ensured by the methodological validity and argumentation of the initial theoretical provisions; the adequacy of the logic and methods of research to its subject, goals and objectives; the basis of the main provisions and scientific conclusions on the achievements of pedagogy and methodology, as well as on the daily work and experience of experimental activities of the dissertation candidate; a rational combination of theoretical and experimental research; practical confirmation of the main theoretical principles by the results of experimental work.

The following provisions are submitted for defense, reflecting general pedagogical trends in the formation of the linguistic culture of students in the process of learning a foreign language:

1 The concept of “linguistic culture” as a hierarchical, multi-level, polystructural formation, based on a complex mechanism for generating the perception of speech and mental action, represents the ability

analyze the culture of native speakers of the language being studied and their mentality through linguistic and extralinguistic factors, form a national-linguistic picture of the culture being studied in the process of language acquisition, assimilate this culture for fruitful intercultural communication, that is, conduct a dialogue with representatives of this culture, taking into account all the norms and rules , the values established and accepted within it, and acting in accordance with expected cultural models.

3. The author’s program for the formation of the linguistic culture of students, based on the didactic principles of cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination, and helping to prepare students for intercultural professionally oriented communication in their native and foreign languages.

4. Criteria-diagnostic apparatus that provides monitoring of the quality of the formed linguistic culture.

Approbation of the research results, conclusions and recommendations set out in the work was carried out through discussion of the dissertation materials at the Department of Pedagogy of Saratov State University, at monthly meetings of the methodological association of 1st year teachers under the guidance of the dissertation candidate, at annual scientific and practical conferences held by the Faculty of Foreign Languages of the Pedagogical Institute of Saratov State University them. N.G. Chernyshevsky (Saratov, 2000-2003), Department of Translation Studies and Intercultural Communication of the SGSEU (Saratov, 2003-2005), at the international conferences "English Unites the World: Diversity Within Unity" (Saratov, 2002) and "Didactic, methodological and linguistic foundations of professional oriented teaching of foreign languages at a university" (Saratov, 2003), at a series of seminars organized by the Volga Humanitarian Foundation and the British Council (Samara, 2002), at the All-Russian conference "Problems of intercultural and professional communication" (Saratov, 2004).

The implementation of the research results was carried out during the educational process of higher educational institutions (Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky, Saratov Socio-Economic University, Balashov branch of Saratov State University named after N.G. Chernyshevsky).

Structure of the dissertation: the work consists of an introduction, two chapters, a conclusion, a bibliography of used literature and applications (the total volume of the work is 217 pages). The study is illustrated with 8 tables, 4 diagrams, 7 diagrams. The bibliographic list of references contains 162 titles, includes interactive sources, as well as 35 works in foreign languages.

The introduction provides a rationale for the relevance of the research topic, formulates its problems, purpose, subject, hypothesis and tasks, reveals the methodological basis, research methods, experimental base, describes the main stages of the research, scientific novelty, theoretical and practical significance, reliability and validity of the results, the main provisions submitted for defense are presented, and the testing of the work and the implementation of its results are briefly described.

The first chapter, “Formation of linguistic culture as a pedagogical problem,” highlights the theoretical prerequisites for the introduction of culture into the process of learning a foreign language, presents an analysis of research on culture as a phenomenon, examines the process of teaching foreign languages from the point of view of intercultural communication, as well as a theoretically based complex of pedagogical means of forming the linguistic culture of students .

An analysis of the state and problems of intercultural communication led to the conclusion that it has existed since ancient times. Having identified from a chronological point of view four stages of learning foreign languages in our country, we can say that the sociocultural situation at this stage contributes to the formation and development of a new system of learning a foreign language, that is, from the standpoint of intercultural communication, which is reflected in many educational state standards and programs. The close connection between culture and education is manifested in one of the main principles formulated by A. Disterweg - the principle of “cultural conformity”. In modern methods of teaching foreign languages, the process of language learning itself is considered as intercultural communication (V.V. Safonova, S. G. Ter-Minasova, V.P. Furmanova, L.I. Kharchenkova).

A thorough study and analysis of works devoted to language, culture, intercultural communication contributed to the expansion and deepening of this research by considering such concepts as mentality, linguistic and cultural pictures of the world, national character, cultural patterns of behavior, national stereotypes, various classifications of cultures, etc. ., that is, everything that is hidden behind the language and requires close attention and study.

The introduction of a cultural component into the practice of teaching foreign languages has been talked about for quite some time. Meanwhile, several reasons can be identified that complicate this process: the streamlined and global concept of “culture” prevents a clear structural definition of the primary aspects of culture that need to be taught, and the lack of a clear description of how this integration should take place. Thus, teaching culture becomes a personal matter for each individual teacher and depends on many subjective reasons, and although many courses now offer sufficient

amount of authentic cultural information, it is still difficult for an individual teacher to take on such a “challenge”. The main problem is that there is no system that allows the teacher to clearly determine which aspects of culture, when and how to teach. V. Galloway describes the 4 most typical approaches to teaching a foreign culture: the “Frankenstein” approach (a flamenco dancer from this culture, a cowboy from another , traditional food from the third); the four "/" approach (all components in English begin with the letter "P" - folk dances, festivals, fairs and food); the tourist guide approach (monuments, monuments, rivers, cities); the "in between" approach (randomly encountered information of a cultural nature, often reflecting deep differences between cultures).

Most researchers note that in the process of learning a second language, the student is immediately immersed in another culture, although he begins his acquaintance with it subconsciously. Gradually, the student realizes that the structure of this new culture differs from the culture familiar to him, the one in which he grew up and was brought up. In the process of studying a new culture, the most important thing is not the study of its specifics and structure, but the process of studying this culture itself.

As with any other job, motivation is important in the process of learning a language, accepting the culture of its native speakers and identifying with it. An analysis of modern domestic and foreign research devoted to the problems of educational motivation has made it possible to identify those types of motivation that most closely reflect the specifics of this type of activity. Thus, following G. Hudson, 2 types of motivation in language learning are identified: integrative motivation - the desire to integrate with the society whose language is being studied; instrumental motivation - the desire to get something specific from learning a language (a job, a higher social position). Instrumental motivation is closest to the motivation of education in general, and integrative motivation occurs with deeper language learning and is more productive. Therefore, it is of interest and is of great importance for the formation of linguistic culture.

The above allows us to state that the primary and most important thing is to create an algorithm for working with foreign language and foreign cultural material, with which the student will be able to independently explore this culture, draw conclusions, make decisions and act in accordance with the norms of this culture.

To understand the essence and specificity of linguistic culture, the following methodological grounds were taken into account, revealing the connection between general and professional culture:

Linguistic culture is a universal characteristic of a specialist’s personality, manifested in different forms of existence;

Linguistic culture is an internalized general culture and performs the function of a specific projection of general culture into the sphere of communicative activity;

Linguistic culture is a systemic formation that includes a number of structural and functional components, has its own organization and has an integrative property of the whole;

The unit of analysis of linguistic culture is communication in a foreign language that is creative in nature;

The peculiarities of the formation of a specialist’s linguistic culture are determined by the individual characteristics of the individual.

This made it possible to propose a refined definition of the concept of “linguistic culture”. LINGUISTIC CULTURE (hereinafter referred to as LC) can be defined as the ability to analyze the culture of native speakers of the language being studied and their mentality through linguistic and extralinguistic factors, to form a national-linguistic picture of the culture being studied in the process of language acquisition, as well as to assimilate this culture for fruitful intercultural communication, that is conduct a dialogue with representatives of this culture, taking into account all the norms, rules, values established and accepted in it and acting adequately to the expected cultural models.

The knowledge obtained on the basis of the analysis of the state of the problem made it possible to develop and substantiate a structural model of LC, the components of which are cognitive, axiological, motivational-behavioral and personal-creative.

The cognitive component consists of the following elements: linguistic, regional studies and intercultural. Linguistic includes the very knowledge of a foreign language, knowledge of the mechanisms of its functioning, grammatical rules, phonetic laws, as well as all applied sciences

Stylistics, lexicology, history of language, semantics, etc. This also includes speech and written etiquette, colloquial formulas, slang, that is, this is the linguistic competence of a specialist. Regional studies - knowledge about the history, geography, art, science, education, religion of the countries of the language being studied. This is one of the most studied areas in our system of secondary and higher education. Another component of the cognitive component that is relevant for the ongoing research is knowledge of the theoretical foundations of intercultural communication, which allows students to consider the communication process at a deeper level.

The axiological component F is formed by a set of world values created by humanity and included in the process of communication. Here we are talking about knowledge, consideration and the ability to analyze traditions, values, norms of behavior in different cultures when communicating with representatives of these cultures. Along with this, the most important factor is personal culture, since the specialist himself must be a bearer of high moral rules. In linguistic terms, the axiological component is manifested in mastery of the norms of speech etiquette behavior, adequate behavior in various communication situations, mastery of not only the stereotypical fund of the language, but also taking into account the extralinguistic factor, which includes national mentality, body language and gestures, perception

time and space, knowledge of sociocultural conditions and rules of behavior and communication.

The motivational-behavioral component is directly related to positive motivation to learn other cultures, the desire and desire to communicate with representatives of foreign-language communities. The presence of integrative motivation when learning foreign languages significantly increases the effectiveness of their acquisition and has a positive effect on the learning process. The behavioral aspect is directly dependent on the motivational aspect, since it is motivation that determines the desire for fruitful, tolerant intercultural communication, acceptance of the norms and values of another culture.

The personal-creative component of LC reveals the mechanism of its mastery and its implementation as a creative act. While mastering the values of different cultures, students process and interpret them, which is determined primarily by their personal characteristics. In this educational activity, personal values are reassessed and redistributed, and views on life are revised. In the process of assimilation and acculturation, students develop a linguistic and cultural picture of the foreign language world, and a multicultural linguistic personality is formed. This process is purely individual and depends on many personal characteristics and has a creative nature and essence

The structural model of linguistic culture is presented in the form of a diagram (Fig. 1) on page 13.

Consideration of the features of the LC structure allows us to determine the necessary ways to solve this problem:

planning the use of cultural material must be carried out in the same careful way as planning language material;

the introduction of cultural material must be carried out within the framework of some thematic classes, combining them, if possible, with grammatical material;

activation of all types of speech activity (reading, listening, speaking and writing) when studying cultural information, thus avoiding the presentation of factual information in a “lecture-story” form;

the use of cultural information when introducing new vocabulary, focusing students’ attention on the connotational meaning of linguistic units and grouping vocabulary into culturally significant groups;

preparing students for independent research of foreign culture, instilling in them national-cultural tolerance and respect for this culture.

Fig 1 Structural model of linguistic culture

Establishing the optimal ways of forming personal communication skills is associated with the selection and definition of didactic principles from the standpoint of the linguo-sociocultural approach: culturally oriented orientation, cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination. In our work, the principle of dialogue of cultures is considered as a core element in teaching a foreign language at the present stage.

The principle of culturally oriented orientation involves the acquisition of knowledge about the “cultural background” and the “cultural mode of behavior”

native speakers. The cultural background is understood as a set of cultural information, and the cultural mode of behavior is a set of behavioral rules and techniques for mastering cultural experience. This principle is one of the main ones for our research, since the focus on foreign cultural specifics is a key aspect of the research.

The principle of cognitive-activity orientation

directly related to the intellectual activity necessary for mastering a foreign language and learning a second cultural reality. The cognitive approach to learning, based on the theory of socioconstructivism, assumes that the student is an active participant in the learning process, who develops his own cognitive style - a way of performing activities and understanding the world. This principle is implemented in a linguo-sociocultural approach to teaching foreign languages, since students are active participants-researchers in the educational process.

The principle of situationality involves learning based on specific social situations. Among the main components of such a situation are: participants in verbal communication, the purpose of communication, sign components of language, time and place of action. The main principle of situationality is to teach students the ability to determine the component composition of a situation, isolate communicative intentions, communication goals, rules of behavior and form a general idea of native speakers, the social structure of society and cultural traditions. Situations play the role of a channel for presenting cultural information. An important direction for us is situational analysis based on the material of foreign language literature and the creation of an atmosphere close to a foreign language with the help of videos, slides, maps, catalogs, etc.

Contrastivity as a principle of learning consists of comparing cultures, comparing different artifacts, sociofacts, mentofacts. Artifacts mean objects created by people, sociofacts are the ways in which people organize their society and relate to each other, and mentofacts are the ideas, beliefs, values of people this society. Teaching a foreign language based on the principle of contrast is associated with the perception of the general and the different. This is especially clear when considering linguistic pictures of the world.

The principle of axiological orientation is based on the fact that a person’s behavior is determined by his worldview, which is given to him by culture. Comprehension of another culture through the personality of the speakers of this language, their views on life, their worldview enriches the personality and allows for dialogue on a more productive level when there is no only the assimilation of a certain amount of knowledge, but a comparison of the lifestyle and everyday culture of native speakers with one’s own.

Interdisciplinary and cross-aspect coordination is important for any discipline, but for the process of learning foreign languages it is

fundamentally important character With the linguo-sociocultural approach, language learning comes into contact with such disciplines as socio-, ethno-, psycholinguistics, cultural anthropology, cultural studies, cultural history, cognitive linguistics, area studies, etc., which opens up the possibility of building training based on a systematic approach taking into account the content related disciplines.

Based on this, preference in the work is given to a set of pedagogical means of forming students’ personal skills, which meets the following requirements: pedagogical means must correspond to the content of the educational material and the goals of the lesson; when selecting them, it is necessary to take into account the specific features of each tool and clearly define their functions in solving educational problems; Pedagogical means should contribute to the activation of students’ learning activities in the classroom; a set of means should be organically included in the structure of the educational lesson and the pedagogical process.

Having analyzed the approaches and requirements for the means of forming LC, those that best reflect the specifics and satisfy the needs of the study were identified. These include: educational game activities, printed sources, audiovisual materials as components of a complex of pedagogical means for forming students’ personal skills.

Educational game activity is an effective means of achieving learning outcomes, as it combines many characteristics that contribute to the favorable assimilation and consolidation of educational foreign language material. The work of many authors has explored the role of play in the development of personality, and, what is important for the ongoing research, in the process of socialization, is the assimilation and use of social experience by the individual. Social pedagogy considers socialization as the process of assimilation of a certain system of values, norms, patterns, ideas that allow the individual to function as a member of society. Any society and state form a certain type of person who corresponds to the social ideals of this society. Among the types of socialization, there are such as gender-role (mastery of adequate models of gender behavior in society), professional (competent participation in various spheres of social life of society), political (becoming law-abiding citizens). Since teaching a foreign language in our country is carried out in isolation from the native speaker society, the socializing function of games is extremely relevant. The game gives the student the opportunity to “try on” a certain role and apply the acquired knowledge in a situation that imitates the real one.

A business game as a form of recreating the subject and social content of a specialist’s future professional activity is of undoubted interest. The features of a business game are the reproduction of a professional environment similar to the real one, the implementation of educational activities on a professional model. During the game, the norms of professional and social actions are mastered, and thus

Thus, it gives us a combination of two important components - it forms professional skills and performs a socializing function, taking into account a cross-cultural approach. The business game solves several pedagogical problems: the formation of ideas about professional activity; acquisition of problem-professional and social experience; development of theoretical and practical thinking in professional activities; providing conditions for the emergence and formation of professional motivation.

Working with printed sources of information helps not only to increase vocabulary and broaden one’s horizons, but also to acquire important reading skills, such as search reading, skimming reading, analytical reading, reading with critical evaluation, etc. Communication is important when working on any type of speech activity with other types, that is, special tasks combining reading with speaking, writing, and listening. It is this relationship that allows us to achieve better results.

Audio and video materials are the source of the formation of many images and ideas about the country, language, and its speakers. At present, it is unnecessary to say that visualization increases the efficiency of assimilation of material; this fact is obvious and axiomatic. Among the advantages of their use, the following aspects are highlighted: they illustrate the meaning of lexical units faster and more clearly than oral explanation, and thereby save time in the lesson; attract the attention and interest of students; add variety to the lesson; help memorize the language associatively.

There are several types of audiovisual materials and visual aids: auditory (various exercises and texts on audio cassettes, records, disks, radio broadcasts); audiovisual (video films); visual (pictures, slides, photographs, postcards, calendars, etc.).

Video is an effective source of various information, its significance is especially great from the point of view of the sociocultural approach, since it conveys not only linguistic forms, emotionality, intonation, facial expressions, gestures, but also reflects everyday life, demonstrates household items, the environment and much of what it represents. of great interest to language learners. There are three types of video materials that can be used in the classroom: 1) recordings of programs broadcast on television; 2) television films created for the mass consumer; 3) educational video.

Each of these types of video has its own advantages and disadvantages. The main distinguishing feature and great advantage of an educational video is the fact that it is specially created for certain levels, includes interesting plots and can be used for many types of activities. The use of educational video in the classroom should be combined with the content and educational objectives. Of particular interest to students are stories related to cross-cultural

aspects that are close to them in theme and provide the basis for the manifestation of creative activity. Video sources can be used with great efficiency, but the most important thing is to develop the necessary and functional types of tasks and exercises. Such a system of tasks should include pre-screening, post-screening and tasks during viewing. The main point important for the research being conducted should be the focus on extracting cross-cultural information.

The second chapter, “Experimental testing of the effectiveness of using pedagogical means of forming the linguistic culture of students,” describes and reveals the logic, content and main stages of the study, provides a scientific and theoretical justification for the use of selected pedagogical means, and also presents an analysis of the results of the formative experiment.

The formation of personal life skills goes through several interrelated and interdependent stages in the context of the student’s professional and personal development. In this process, four stages are identified that are not related to the course-by-course learning process. The most advanced is the fourth stage, during which the full and comprehensive formation of the future specialist’s personal language takes place, the ability to deeply analyze the culture and mentality of native speakers of a foreign language develops, as well as to form a linguistic and cultural picture of a given language. culture through linguistic and extralinguistic factors of language. This stage is focused on acquiring professional confidence, adequate worldview, intercultural communication skills and professional development, preparing students for the real conditions of their future professional activities

Students from 8 groups of the Faculty of Foreign Languages, studying in 1-4 courses (98 people), took part in the ascertaining experiment.

One of the main tasks of the initial stage of the study was to determine the initial level of formed LC. The work identifies 3 levels: 1) reproductive; 2) productive; 3) research.

The initial level is the reproductive, or low level of formed LC, when the main form of linguistic activity is the reproductive reproduction of the studied linguistic information. Students have mastered basic knowledge of language and communication skills necessary to understand a foreign language, and are able to express their point of view. However, communication occurs without any awareness of cultural specifics, both their own and foreign, since students use patterns of behavior and perception realities that are characteristic of their native culture in situations that require taking into account the specifics of another linguistic and cultural community. They are not able to isolate foreign cultural elements in language and consider all phenomena only from the standpoint of their native culture. Regional knowledge, as well as ideas about foreign culture, are superficial and are often based on stereotypes and facts taken out of context. Another culture may

be perceived as “strange”, “exotic” or even “ridiculous”. Communication with representatives of a different culture is often difficult due to lack of awareness and understanding of the sociocultural aspects of the language. It seems difficult for students to interpret the behavior of foreigners, their reactions and actions; often their behavior is assessed as rude and ignorant, since only the actual linguistic aspect of communication is taken into account. The main indicators of the first level are: knowledge of the basics of grammar; the ability to use familiar vocabulary to compose a speech statement; ability to communicate in a foreign language in basic communicative situations; perception of language only through the prism of one’s culture; ignorance of sociocultural specifics, inability to isolate them during communication; lack of motivation to learn foreign language culture; the presence of cultural barriers that prevent effective communication with representatives of foreign cultures.

The second level is productive. At this level of LC formation, students already realize that behind linguistic units lies the cultural meaning invested in them by native speakers. They, possessing the necessary stock of historical, psychological and sociological information, are able to notice and explain cultural differences between their own and foreign language cultures, conduct a comparative analysis of communication situations, identify differences and use this knowledge for more effective communication. Mastery of the stereotypical fund of language, norms of speech etiquette behavior and lexical and grammatical skills allows them to form communicative competence. The awareness of cultural significance in a language often comes with the introduction of special sociocultural courses and personal contacts with foreigners. In-depth and expanded knowledge of regional studies helps to increase the level and quality of motivation for learning a foreign language culture to the level of integrative, the desire to communicate with foreign language representatives. However, much of the behavior of speakers of a foreign language culture is still perceived as “irritable, illogical, ridiculous.” Among the indicators of the second level we can highlight: possession of an elementary stock of background knowledge; the ability to isolate sociocultural aspects, both in texts and in the process of communication; possession of communicative competence, stereotypical language fund, norms of speech etiquette behavior; partial awareness of cultural differences; theoretical knowledge of linguistic cultural specifics; presence of positive motivation for learning cultures.

The third, research level of LC is distinguished by fluent professional knowledge of a foreign language in any communicative situations, providing students with effective communication with representatives of foreign language cultures, taking into account all the sociocultural features of the speech behavior of participants in a communicative act. Students demonstrate the ability to analyze culturally determined behavior, the mentality of native speakers and

act according to these models. Thus comes the “acceptance” of culture on an intellectual level. They have clearly formed all aspects of communicative competence, and they actively use knowledge of extralinguistic phenomena in the language. At the same time, students are able to independently explore the culture and language of its representatives, draw conclusions and react in accordance with them. This means that they are ready to productively use theoretical knowledge and practical skills. Achieving these aspects in combination with integrative motivation when learning a language leads to the manifestation of tolerance towards representatives of other cultures, internal acceptance of their point of view and awareness of this fact. This is the level of professional knowledge of a foreign language for effective cooperation with representatives of other cultures. The main indicators of this level are: developed lexical and grammatical skills; a large stock of background knowledge; developed communicative competence; a high level of integrative motivation for language learning and knowledge of foreign language culture; analytical skills for the study of culture and language; knowledge of the theoretical foundations of intercultural communication and their practical application; showing tolerance towards representatives of foreign cultures; creative use of knowledge in any communication situations.

Diagnostics of the formation of LC was carried out for each structural component. The data obtained at the ascertaining stage of the experiment are reflected in the diagram (Fig. 2), from which it can be seen that the majority of students have a low (reproductive) level of LC. The horizontal axis means the levels of LC (level 1 - reproductive, Level 2 - productive, level 3 - research), percentages are indicated on the vertical axis.

1 UZH*,"."" 1 -

1st level 2nd level 3rd level

Fig. 2 Results of diagnosing the levels of LC formation in the ascertaining experiment

The formative stage of the experiment took place in several directions. The following research methods were used: direct and indirect observation, questionnaires, conversations, tests, a system of testing tasks, studying extracurricular activities of students (conferences, meetings with foreigners, etc.), associative experiment and special proprietary techniques.

This experiment took place over 2.5 years with students at the Faculty of Foreign Languages of the Pedagogical Institute of SSU named after. N.G. Chernyshevsky and Saratov State Socio-Economic University. The experimental work was carried out in natural conditions as part of the educational process. 150 students participated in the formative experiment, which ensured the reliability and validity of the results.

The main principle of organizing the experiment was the principle of culturally oriented orientation. Educational game activity was the means on the basis of which the entire pedagogical process was built, with the use of printed sources and audiovisual materials.

Printed sources, as a core element of any language program, were used extensively throughout the experiment. We used both special tasks aimed at mastering effective reading strategies, as well as special types of reading, analytical tasks to compose a sociocultural commentary, and identify cross-cultural information contained in the text. Working with a variety of types of printed sources has resulted in a qualitative change in reading skills and strategies.

The second large block in the formative experiment was educational game activity. The forms of gaming activity varied and were gradual in nature from the most primitive to a serious business game that imitates the professional activities of future specialists. One of the main objectives of using games was to imitate the cultural realities of the countries of the target language. Games, as the basis of a communicative technique, were a constant element of classes.

Using games and game situations, we sought to integrate into them the most important and common social moments, which can be called “real life”. They included a variety of social situations - from the simplest (asking something on the street, in a store, in a restaurant) to serious ones (how to behave when applying for a job). At more advanced stages, many business games were held related to the future professional activities of students. For example, they included conference games, during which students worked in consecutive or simultaneous translation mode, replacing each other after a certain period of time.

During the entire formative experiment, audiovisual means were actively used in order to form the JIK of students. In addition to all traditional educational materials, an extensive (or independent) listening program has been developed, in which recordings are gradually complicated by a range of vocabulary, grammatical structures, speaking speed, and also varying the accent of speakers. Such a program was used at each stage of training; only the purposes of its use differed. In this case, it was important to develop good listening skills in students. At more advanced levels, the tasks were

more diverse and complex with an emphasis on sociocultural aspects and foreign cultural specifics.

When using listening, motivation is very important, since often understanding sounds causes not only difficulties, but also psychological discomfort. In this regard, it is necessary to turn work with listening into an interesting and close process for students. An analysis of modern foreign educational literature shows that many textbooks and teaching aids include popular and classic songs. These developments were actively used during the study when introducing lexical and grammatical material and for thematic discussions. Additional musical stimulation helps to liberate students when practicing sounds, rhythm, fluency, etc.

The results of testing the level of formed™ LC of students in the experimental groups at the end of the course show (Fig. 3) that compared to the initial level, it has increased significantly.

Ш experimental group ■ control group

1st level 2nd level 3rd level

Fig. 3 Results of diagnosing the levels of PC formation at the end of the formative experiment

Of the total number of subjects, 47% of students demonstrated a high level of LC (research), that is, they are ready to professionally use their knowledge of a foreign language in any communication situations, taking into account its foreign cultural specifics. Not only their overall language level increased (as students developed communicative competence and demonstrated practical language proficiency), but also their level of intercultural competence, knowledge, understanding and consideration of cross-cultural aspects. Many students developed their own style of work and showed a penchant for analytical tasks and research work. Students who reached this level studied according to the author’s program for at least 2 years and, for the most part, by the end of the formative experiment they were 4th-5th year students, so their progress led to such results. Those who participated in the experiment only for a year (there were also such subjects), at the time of the final testing, entered the second group; 49% of students reached a productive level and also show changes in the quality of the formation of the personal computer, however, to a lesser extent. These students predominantly have knowledge of the basics of intercultural communication,

possess a certain amount of background knowledge, but their communicative competence does not reach the level at which they would be able to freely communicate with foreign representatives at the international level. They often lack linguistic knowledge and skills more than intercultural ones. And only 4% of students remained at the same low level of proficiency in a foreign language and LC, respectively. In the control groups, the situation did not change significantly, and the majority of students (68%) who studied according to the traditional scheme have a low level of LC (reproductive). Almost a third of students (27%) from the control groups reached the productive level of formed™ LC. The presence of a research level was demonstrated by only 5% of students studying in control groups. This proves the effectiveness of the applied set of pedagogical means, as well as the fact that in-depth study of a foreign language from the standpoint of intercultural communication must begin from the very beginning of the course of study.

At the conclusion of the study, the results are summarized, the results are summed up, which made it possible to confirm the validity of the hypothesis put forward and the solution to the tasks set, the main conclusions are formulated, and prospects for further developments related to the problem of the carried out research are outlined.

The results obtained allowed us to draw the following conclusions:

1. The study of the issue of forming the linguistic culture of students in the process of learning a foreign language solves one of the pressing problems of modern pedagogy, as it contributes to a deeper and more comprehensive training of specialists in the field of intercultural communication.

2. Linguistic culture, which has a complex structure and includes highly developed cognitive processes, a base of linguistic and extralinguistic knowledge and skills, allows an individual to conduct a fruitful dialogue with representatives of a foreign language culture, as it gives him the ability to analyze their culture and mentality through linguistic and extralinguistic factors, and respond according to expected cultural patterns.

3. Pedagogical means that predetermine the success of the formation of students’ linguistic culture are productive educational game activities, a variety of printed sources and audiovisual materials. The proposed set of pedagogical means stimulates interest in language, enhances motivation, activates speech and thinking activity, helps improve the culture of verbal communication, equips students not only with theoretical knowledge, but also with the ability to analyze communication situations and act in accordance with expected cultural models. The applied complex of pedagogical means of forming students' LC contributes to the formation and development of an autonomous style of activity, increasing their research potential, as well as increasing and changing the quality of motivation when studying the language and culture of its native speakers from

instrumental to integrative, which meets modern requirements for specialists who professionally speak a foreign language.

4. The author’s program for the formation of linguistic culture of students is based on the didactic principles of cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination and maximum consideration of the characteristics of the subjects of the educational process, which contributes to a more harmonious development of the individual.

5. The developed criteria system and diagnostic apparatus for assessing the results of the formation of students’ linguistic culture make it possible to establish the level of their readiness for professional activities and communication with representatives of foreign language cultures.

Thus, the research problems have been solved, the hypothesis put forward by us has been confirmed.

In the course of conducting the research and understanding its results, new problems emerged, the solution of which includes: the development of a clear system for the implementation and integration of sociocultural aspects, a unified methodological basis for teaching foreign languages in the context of intercultural communication, further theoretical and methodological research into the means of forming linguistic culture. A more complete and in-depth development of the mechanisms for the formation of linguistic culture, the technology of its formation, methods for monitoring and diagnosing the quality of its formation, as well as a set of training programs for the practice of a foreign language, focused on the importance of intercultural specificity, seems relevant.

The main provisions and results of the study are reflected in the following publications by the author:

1. Borscheva V.V. Problems of forming the linguistic culture of students when studying a foreign language at a university // Professionally oriented teaching of foreign languages at a university. - Saratov: SGSEU, 2002. - P. 20-30.

2. Borscheva V.V. Linguistic and cultural aspect in teaching foreign languages at a university // Educational technologies and creative potential of the teacher. -Saratov: SSU Publishing House, 2002. - P. 195-199.

3. Borscheva V.V. Cultural environment in teaching foreign languages in the context of intercultural communication // Pedagogy. Issue 4 Interuniversity. collection of scientific papers. - Saratov: Nadezhda Publishing House, 2002. - P. 202-205.

4. Borscheva V.V. Culturological aspect in teaching foreign languages // Didactic, methodological and linguistic problems of professionally oriented teaching of foreign languages at a university: Collection of scientific papers based on materials from an international conference. -Saratov: SGSEU, 2003. - pp. 11-13.

5. Borscheva V.V. The influence of the cultural environment on the teaching style of students // Socio-economic development of Russia: Problems, searches, solutions: Coll. scientific tr. based on the results of research work at SGSEU in 2003 - Saratov: SGSEU, 2004 - pp. 3-5.

6. Borscheva V.V. Problems of integration of culture into the process of teaching a foreign language at a university // Problems of intercultural and professional communication: Materials of the all-Russian scientific and practical conference. 03/26/2004 - Saratov: SGSEU, 2004. - P. 1519.

7. Borscheva V.V. Pedagogical principles of the formation of linguistic culture of students // Implementation of globalization trends in continuing education: Sat. scientific articles /Ed. IN AND. Ivanova, V.A. Shiryaeva - Saratov: Federal State Educational Institution of Higher Professional Education "Saratov State Agrarian University", 2004. - P. 25-29.

8. Zhelezovskaya G.I., Borscheva V.V. Formation of linguistic culture of students: Monograph. - Saratov: Scientific book, 2005. - 104 p.

Borscheva Veronika Vladimirovna

FORMATION OF LINGUISTIC CULTURE OF STUDENTS

Signed for printing 03/14/2005 Format 60x84 1/16 Offset paper Typeface Times Print RISO Volume 1.0 prints Circulation 100 copies Order No. 039

Printed from the finished original layout Center for Printing and Copying Services Entrepreneur Serman Yu B Certificate No. 304645506500043 410600, Saratov, Moskovskaya st., 152, office 19

Contents of the dissertation author of the scientific article: candidate of pedagogical sciences, Borscheva, Veronika Vladimirovna, 2005

INTRODUCTION.

CHAPTER I. FORMATION OF LINGUISTIC CULTURE AS A PEDAGOGICAL PROBLEM.

§1. Essential and content characteristics of linguistic culture.

1.1.The phenomenon of culture as a social phenomenon.

1.2.Dialogue of cultures and intercultural communication.

1.3. Extralinguistic factors and linguistic culture.

§2. Pedagogical means of forming the linguistic culture of students.

2.1.Cultural component, strategies and principles of its implementation.

2.2. Educational gaming activity and its role in the formation of linguistic culture.

2.3. The role and place of printed sources in the process of formation of linguistic culture.

2.4.Use of audiovisual materials as a means of forming linguistic culture.

Conclusions on Chapter I.

CHAPTER II. EXPERIMENTAL CHECKING THE EFFECTIVENESS OF USING PEDAGOGICAL TOOLS FOR FORMING STUDENTS' LINGUISTIC CULTURE.

§ 1. Logic and main stages of research. .

1.1.Criteria and diagnostics of the formation of the linguistic culture of students.

1.3. Formative stage of the experiment.

§2. Analysis of the results of using pedagogical means of forming the linguistic culture of students.

Conclusions on Chapter II.

Introduction of the dissertation in pedagogy, on the topic "Formation of linguistic culture of students"

Modern society dictates ever higher demands on a person and on all spheres of his life. A person of the third millennium, living in a new information space, must be more competent, educated, informed, diversified, have more developed thinking and intelligence. Changes in the life of the world community, the globalization of the Internet have significantly expanded the possibilities of intercultural communication. Thus, the linguistic culture of a specialist who professionally speaks a foreign language is of priority importance, and its formation is a necessary condition for the implementation of the ideas of personality-oriented education. The modern trend of teaching a foreign language in the context of a dialogue of cultures requires a specialist to master the norms of intercultural, professionally oriented communication. Achieving a level of general and professional culture that corresponds to the world level, as a goal of training, is reflected in the State Educational Standard for Higher and Professional Education, the Law of the Russian Federation on Education and other regulatory documents.

H.B. Ishkhanyan, 1996; L.B. Yakushkina, 1997; T.V. Aldonova, 1998; G.G. "Zhoglina, 1998; E.V. Kavnatskaya, 1998; L.G. Kuzmina, 1998; O.E. Lomakina, 1998; G.V. Selikhova, 1998; E.N. Grom, 1999; O.A. Bondarenko, 2000; E.I. Vorobyova, 2000; L.D. Litvinova, 2000; M.V. Mazo, 2000; I.A. Megalova, 2000; S.B. Mureeva, 2001; A.L. Fedorova, 2001; N.H. Grigorieva, 2004; N.H. Grishko, 2004). Quite often, researchers develop the problem of the formation and development of a specialist’s professional culture (G.A. Hertsog, 1995; A.A. Kriulina, 1996; A.B. Gavrilov, 2000; (9.77. Shamaeva, 2000; L.V. Mizinova, 2001; L.A. Razaeva , 2001; O.O. Annenkova, 2002; NS. Kindrat, 2002).

A new specialty “Linguistics and Intercultural Communication” has appeared in higher educational institutions of our country. Almost every university has a department of intercultural communication that trains specialists in this field. The development of linguistic and cultural literature has become one of the priority areas in the publication of educational and methodological literature for schools and universities. Over the recent period, a large number of serious linguistic, cultural and cultural dictionaries, reference books, and manuals have been published, such as “The Longman Dictionary of English Language and Culture” (1992), “The Dictionary of Cultural Literacy” (E. D. Hirsch, Jr., et al. 1998), “From A to Z of British Life (Dictionary of Britain)” (A. Room, 1990), etc. Periodicals also cover this area quite widely. Thus, in the scientific and methodological journal “Foreign Languages at School”, since 1993 there has been a special section “Culture of English-speaking countries”, covering various areas of the cultural life of Great Britain, the USA, Canada, New Zealand, and Australia. All this allows us to talk about the importance of learning a foreign language through the prism of culture.

It should be noted that among the huge variety of works devoted generally to one topic and written in line with intercultural communication, there are no works on the problems of forming the linguistic culture of specialists - one of the most important aspects of professional training at a university. Thus, it can be argued that there is a CONTRADITION between the increasing attention to the problem of studying cultures in the study of languages, modern requirements for language specialists, and the insufficient theoretical development of this issue, etc. In pedagogical universities, when training specialists, the emphasis is placed more on mastery of pedagogical skills and knowledge of methods of teaching foreign languages; When training linguists and translators, attention is also paid primarily to language skills. The linguistic and regional studies aspect of a foreign language program is implemented mainly in various special courses, special seminars, specialization disciplines, such as: regional studies, typology, painting, art, literature of the countries of the language being studied, etc. However, revealing the national and cultural features of modern life in the countries of the languages being studied is not sufficient for deep comprehensive training of qualified specialists. Improving language skills is impossible without developing knowledge about the specific sociocultural conditions of language functioning.

For a more fruitful dialogue with representatives of other countries, it is very important to know the characteristics of their character and worldview, which are determined by the origin, history of the country, education system, moral principles, way of life, and linguistic policy. The noted contradiction allows us to formulate the research PROBLEM: what are the pedagogical means and principles of forming the linguistic culture of students? This fact determined the choice of the RESEARCH TOPIC: “Formation of the linguistic culture of students.”

In this study, an attempt is made, based on an analysis of philosophical, psychological-physiological, pedagogical, methodological, cultural, sociolinguistic and linguodidactic concepts, to determine the pedagogical means of forming the linguistic culture of students, to identify the essence and specificity of linguistic culture.

The RELEVANCE of the problem under consideration is determined by:

Social order for an intellectual person with a high level of linguistic culture;

The need to improve the existing system of training language specialists;

The importance of developing and using a set of pedagogical means for developing the linguistic culture of future specialists;

The need for targeted integration of various aspects of intercultural communication into the theory and practice of teaching a foreign language at the present stage.

THE OBJECT OF THE RESEARCH is the process of multicultural education of students at a university.

SUBJECT OF THE RESEARCH - the formation of the linguistic culture of students in the process of learning English.

THE PURPOSE OF THE RESEARCH is the theoretical development and scientific substantiation of a complex of pedagogical means of forming the linguistic culture of students.

RESEARCH HYPOTHESIS. The formation of linguistic culture of students will be successful if:

This process consists of several stages corresponding to the logic of the development of linguistic culture, and at each of them one of the structural components will be highlighted as a priority in accordance with their hierarchical subordination: at the first stage, the complex of pedagogical means is focused on the development of the cognitive component, at the second - the axiological component, at the third, the emphasis shifts towards the motivational-behavioral component, and at the final stage, the personal-creative component will take a leading place in the process of forming the linguistic culture of future specialists;

Teaching a foreign language is a continuous process carried out within the framework of a linguo-sociocultural approach from the standpoint of intercultural communication; and the author’s program for the formation of linguistic culture is based on the didactic principles of cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination, the principle of dialogue of cultures and taking into account the characteristics of the subjects of the educational process;

Both the results and the process of students’ progress towards a high level of proficiency in linguistic culture are monitored.

In accordance with the purpose, object, subject and hypothesis, it turned out to be necessary to solve the following RESEARCH OBJECTIVES:

1. To clarify the essence of the concept of linguistic culture and give a meaningful description of this concept on the basis of a scientific and practical analysis of fundamental philosophical, psychological, pedagogical, linguodidactic and methodological literature.

2. To reveal the features of the formation of linguistic culture of students in the process of studying a foreign language at a university.

3. Design a criterion system, an apparatus for diagnosing and assessing the quality of the formation of linguistic culture.

4. Carry out widespread testing and implementation of the results of theoretical and experimental research on the formation of linguistic culture in the conditions of university education.

The METHODOLOGICAL BASIS for this study was the provisions and a number of conceptual ideas reflected in domestic and foreign philosophical, psychological, pedagogical, methodological and linguodidactic literature:

Works on cultural studies (A.A. Arnoldov, E. Baller, M.M. Bakhtin, S.I. Gessen, B.S. Erasov, A.S. Zapesotsky, F. Kluckhohn, Yu.M. Lotman, B. Malinovsky, E. Markaryan, T.G. Stefanenko, 3. Freud, M. Heidegger, J. Hofstede, A. Chizhevsky, A.E. Chusin-Rusov, A. Schweitzer, T. Edward);

Pedagogical works (V.I. Andreev, Yu.K. Babansky, A.B. Vygotsky, G.I. Zhelezovskaya, P.I. Pidkasisty, I.P. Podlasy, V.A. Slastenin, S.D. Smirnov);

Works on the theory and methods of teaching foreign languages (I.A. Zimnyaya, G.A. Kitaigorodskaya, V.P. Kuzovlev, R.P. Milrud, R.K. Minyar-Beloruchev, E.I. Passov, G.V. Rogova, K.I. Salomatov, J. Harmer, G. Hudson, E. Hadley, S.F. Shatilov);

Of great importance for the study of this problem were the theoretical works of foreign scientists on general issues of teaching foreign languages in the context of intercultural communication (H.D. Brown, V. Galloway, A.O. Hadley, J. Harmer, M. Meyer, Margaret D. Push, H. Ned Seelye, J. Sheils, G.R Shirts, S. Stempleski).

The combination of the theoretical and methodological level of research with the solution of applied problems led to the choice of METHODS adequate to the content, including: theoretical analysis of scientific literature on pedagogy, philosophy, psychology, cultural studies, linguistics, psycholinguistics, ethnopsychology, sociology; studying the results of students' activities through questionnaires, surveys and testing; forecasting; modeling; method of observing the educational process and analyzing student responses; pedagogical experiment; diagnostic method.

THE MAIN BASIS OF EXPERIMENTAL RESEARCH on the formation of the linguistic culture of students were: Saratov State Socio-Economic University and the Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky.

At various stages of the experimental work, about 300 students, pupils, teachers and teachers participated in the study.

LOGIC AND STAGES OF THE RESEARCH: the study was conducted over five years from 2000 to 2005 and consisted of three stages.

AT THE FIRST STAGE (2000-2001) on the basis of the English language department of the Faculty of Foreign Languages of the SSU Pedagogical Institute, exploratory experimental work was carried out to identify forms and methods of research; philosophical, psychological-pedagogical, linguistic, cultural and methodological literature was studied; observation of English language practice classes in educational institutions was carried out; the experience of teaching a foreign language in the context of intercultural communication and the development of professional culture of language specialists was studied and generalized; linguodidactic, cultural and sociocultural material was selected for experimental research; a hypothesis was formulated; The research methodology was developed.

AT THE SECOND STAGE (2001-2004), ascertaining and formative experiments were carried out. At this stage, the research hypothesis was tested; adjustments were made to his primary methodology; criteria indicators and main characteristics of the levels of formation of linguistic culture were developed; surveys, testing, conversations were conducted; the ways, means, forms and principles of organizing the educational process were determined with the aim of effectively forming the linguistic culture of students.

AT THE THIRD STAGE (2004-2005), the research results were analyzed and summarized; theoretical and experimental data were clarified and systematized; The research results were introduced into the practice of universities, schools, lyceums, and gymnasiums in the cities of Saratov and Engels. The main conclusions and practical recommendations were formulated.

THE SCIENTIFIC NOVELTY of the research results lies in the fact that it substantiates the search for ways to solve the problem of developing a linguistic culture among students, increasing their overall level of professional training and promoting more fruitful and effective professional communication; the content of the components of linguistic culture was specified and a refined author's definition of this concept was developed: the ability to analyze the culture of native speakers of the language being studied and their mentality through linguistic and extralinguistic factors, to form a national-linguistic picture of the culture being studied in the process of language acquisition, as well as to assimilate this culture for fruitful intercultural communication, that is, to conduct a dialogue with representatives of this culture, taking into account all the norms, rules, values established and accepted in it, and acting adequately to the expected cultural models; a theoretical mechanism has been developed, stages have been identified and a set of pedagogical means for developing the linguistic culture of students has been defined; an original program for the formation of linguistic culture of students has been developed, based on didactic principles: cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination; a criterion-diagnostic apparatus for identifying the levels of formation of linguistic culture (reproductive, productive and research) has been proposed.

THEORETICAL SIGNIFICANCE of the work lies in the fact that the results obtained complement and concretize existing ideas about the essence of linguistic culture and modern approaches to teaching a foreign language and thereby contribute to the development of a holistic concept of the educational process from the standpoint of intercultural communication. The conducted research can serve as the initial theoretical basis for further research in the field of implementing the formation of the professional culture of future language specialists.

THE PRACTICAL SIGNIFICANCE of the results of the dissertation research lies in the fact that it presents a complex of pedagogical means for developing the linguistic culture of students, the effectiveness of which has been experimentally tested and confirmed by positive results. The applied significance of the proposed research lies in the developed methodological recommendations that can be used in creating teaching aids for schools and universities, in drawing up work programs, curricula, special courses, for planning practical classes in English, as well as for analyzing the effectiveness and ways improving the teaching of a foreign language at a university; As part of the work, an educational and methodological manual on text interpretation “Reading and Discussing Short Stories: Step by Step”, an educational and methodological development on communicative grammar “Comparing English Tenses: Grammar in Use”, a number of multimedia lectures and presentations of a sociocultural orientation were developed and published, which are presented on the INTERNET system and can be used for distance learning (www. seun.ru), a plan map of the introductory remedial course, and also developed methodological recommendations for ensuring the educational process in the 1st year of the language department with additional materials for conducting Olympiads according to international standards.

THE RELIABILITY of the obtained research results is ensured by the methodological validity and argumentation of the initial theoretical provisions; the adequacy of the logic and methods of research to its subject, goals and objectives; the basis of the main provisions and scientific conclusions on the achievements of pedagogy and methodology, as well as on the daily work and experience of experimental activities of the dissertation candidate; a rational combination of theoretical and experimental research; practical confirmation of the main theoretical principles by the results of experimental work.

THE following provisions are submitted for defense, reflecting general pedagogical trends in the formation of the linguistic culture of students in the process of learning a foreign language:

1. The concept of “linguistic culture” as a hierarchical, multi-level, polystructural formation based on a complex mechanism for generating the perception of speech and mental action, which represents the ability to analyze culture< носителей изучаемого языка и их ментальность через лингвистические и экстралингвистические факторы, формировать национально-языковую картину изучаемой культуры в процессе усвоения языка, а также ассимилировать данную культуру для плодотворной межкультурной коммуникации, то есть вести диалог с представителями этой культуры, принимая во внимание все нормы, правила, ценности, установленные и принятые в ней, и действуя адекватно ожидаемым культурным моделям.

2. A set of pedagogical means that ensures the successful formation of linguistic culture, including educational game activities, audiovisual materials, and printed sources.

3. The author’s program for the formation of linguistic culture of students, based on the didactic principles of cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination, and contributing to the preparation of students for intercultural professional-oriented communication in their native and foreign languages.

4. Criteria-diagnostic apparatus that provides monitoring of the quality of the formation of linguistic culture.

APPROBATION of the research results, conclusions and recommendations set out in the work was carried out through discussion of the dissertation materials at the Department of Pedagogy of Saratov State University, at monthly meetings of the methodological association of 1st year teachers under the guidance of the dissertation candidate, at annual scientific and practical conferences held by the Faculty of Foreign Languages of the Pedagogical Institute of SSU them. N.G. Chernyshevsky (Saratov, 2000-2003), at intra-university conferences held by the Department of Translation Studies and Intercultural Communication of SGSEU (Saratov, 2003-2004), at international conferences "English Unites the World: Diversity Within Unity" (Saratov, 2002) and "Didactic, methodological and linguistic foundations of professionally oriented teaching of foreign languages at a university" (Saratov, 2003), at a series of seminars organized by the Volga Humanitarian Foundation and the British Council (Samara, 2002), at the All-Russian conference "Problems of intercultural and professional communication", organized on the basis of the department Translation Studies and Intercultural Communication SGSEU (Saratov, 2004).

IMPLEMENTATION of the research results was carried out during the educational process of higher educational institutions (Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky, Socio-Economic University, Balashov branch of Saratov State University named after N.G. Chernyshevsky).

STRUCTURE OF THE DISSERTATION: the work consists of an introduction, two chapters, a conclusion, a bibliography of used literature and appendices.

Conclusion of the dissertation scientific article on the topic "General pedagogy, history of pedagogy and education"

As a result of the research, it is possible to draw the following general CONCLUSIONS:

1. The study of the issue of forming the linguistic culture of students in the process of learning a foreign language solves one of the pressing problems of modern pedagogy, as it contributes to a deeper and more thorough training of specialists in the field of intercultural communication.

2. Linguistic culture, which has a complex structure and includes highly developed cognitive processes, a base of linguistic and extralinguistic knowledge and skills, allows an individual to conduct a more fruitful dialogue with representatives of a foreign language culture, as it gives him the ability to analyze their culture and mentality through linguistic and extralinguistic factors , and respond according to expected cultural patterns.

3. Pedagogical means that predetermine the success of the formation of students’ linguistic culture are productive educational game activities, a variety of printed sources and audiovisual materials. The proposed set of pedagogical means stimulates interest in language, enhances motivation, activates speech and thinking activity, helps improve the culture of verbal communication, equips students not only with theoretical knowledge, but also with the ability to analyze communication situations and act in accordance with expected cultural models. The applied set of means for forming students’ LC contributes to the formation and development of an autonomous style of activity, increasing their research potential, as well as increasing and changing the quality of motivation when studying the language and culture of its speakers from instrumental to integrative, which meets modern requirements for specialists in the field of language.

4. The author’s program for the formation of linguistic culture of students is based on the didactic principles of cognitive-activity orientation, situationality, contrastivity, axiological orientation, interdisciplinary and interaspect coordination, as well as maximum consideration of the characteristics of the subjects of the educational process, which contributes to more harmonious personal development.

5. The developed criterion system and diagnostic apparatus for assessing the results of the formation of students’ personal skills make it possible to establish the level of their readiness for professional activities and communication with representatives of foreign-language cultures.

The results of the study do not provide definitive answers to the question of what is the only correct philosophy for the formation of the linguistic culture of students who professionally speak a foreign language. We tried to prove that the use of foreign language cultural material, a communicative approach to teaching and the construction of a program taking into account all the numerous and varied aspects of intercultural communication are of utmost importance in the development of this problem.

Linguistic culture requires a specially organized psychological and pedagogical environment for its formation. The following factors contribute to its formation: students learning the basics of intercultural communication as early as possible, from the first year of study at a university, and ideally from school; systematic individual and collective work with authentic foreign language and foreign cultural material to master such disciplines as general linguistics, regional studies, literary studies, lexicology, lexicography, MHC, stylistics, text interpretation; creation of a developing educational environment; communicative approach to learning.

Despite the fact that currently a lot is said about professional knowledge of a foreign language, professionally oriented communication, intercultural communication, the importance of taking into account culture when communicating and learning, there is still no clear system, developed structure, clear description of how exactly it should be train to achieve these goals. Neither domestic textbooks nor foreign authentic courses offer a 100% effective foreign language teaching program for fruitful professional intercultural communication. This direction is currently the most promising and relevant. This work represents one of the steps towards solving the problem posed, and, naturally, requires further deepening, during which a unified methodological basis for teaching foreign languages in the context of intercultural communication should be developed.

Our proposed set of means for the formation of linguistic culture contributes to the intensification of the learning process, focuses students on foreign cultural specifics, cross-cultural aspects, theoretically and practically enriches them with knowledge, skills and abilities, instills autonomy in performing activities and forms an individual style of work. It also helps to form a high personal culture of students, a culture of verbal and non-verbal communication, develops tolerance towards representatives of other nations and the ability to communicate with them, taking into account the characteristics of their mentality and culture. With this approach, learning is directly related to the formation of interest in the language, positive motivation and increasing the efficiency of students’ mastery of lexical and grammatical material.

During the dissertation research, the put forward working hypothesis received theoretical and experimental confirmation. The set of pedagogical tools we use has been tested and worked on specific educational material in the conditions of university teaching a foreign language. The results of the study provide the basis for the conclusion that it is advisable to introduce research materials into the mass practice of teaching students foreign languages. Along with this, in the course of conducting and understanding the results of the study, a number of problems emerged that require further consideration. A more complete and in-depth development of the mechanisms for the formation of linguistic culture, the technology of its formation, methods for monitoring and diagnosing the quality of its formation, as well as a set of training programs for the practice of a foreign language, focused on the importance of intercultural specificity, seems relevant.

CONCLUSION

Dissertation bibliography author of the scientific work: candidate of pedagogical sciences, Borscheva, Veronika Vladimirovna, Saratov

1. Andreev V.I. Pedagogy: Training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 606 p.

2. Antipov G.A., Donskikh O.A., Markovina I.Yu., Sorokin Yu.A. Text as a cultural phenomenon. Novosibirsk: Nauka, 1989. - 194 p.

3. Arnoldov A.I. Man and the world of culture: Introduction to cultural studies. M.: Publishing house MGIK, 1992. - 240 p.

4. Arutyunov S.A. Ethnographic science and cultural dynamics // Research in general ethnography. M., 1980. - pp. 31-34

5. Arutyunova N.D. National consciousness, language, style // Linguistics at the end of the 20th century: results and prospects. Abstracts of the international conference. T.1.-M.: Philology, 1995, pp. 32-33.

6. Arkhipov B.P. On the issue of the influence of speech tempo on listening comprehension: Diss. Ph.D. ped. Sci. M., 1968. - 156 p.

7. Babenko I.V. Pedagogical linguistic and regional studies as a cultural component of the education of migrant students. Diss. Ph.D. ped. Sciences Rostov n/d., 1998.-196 p.

8. Bondaren ko O.A. Formation of sociocultural competence of high school students with in-depth study of foreign languages: Abstract of thesis. diss. Ph.D. ped. Sci. - Tambov, 2000. 19 p.

9. Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities. St. Petersburg: Peter, 2000. - 304 p.

10. Yu.Bugon G.L., Sokirkina L.I. On developing skills in working with network information in a foreign language // Foreign languages and intercultural communication. Saratov: Slovo Publishing House, 2001. - pp. 17-21

11. P. Bulkin A.P. Studying foreign languages in Russia (Sociocultural aspects)//Foreign. languages in school 1998. - No. 3. - P. 16-20

12. Verbitsky A.A. Active learning in higher education: a contextual approach. M.: Higher School, 1991. - 204 p.

13. P.Vereshchagin E.M., Kostomarov V.G. Language and culture. M: Nauka, 1982. -183 p.

14. Vereshchagin E.M., Kostomarov V.G. Language and culture. M: Nauka, 1990. -245 p.

15. Visson JI. Russian problems in English speech. Words and phrases in the context of two cultures. Per. from English M.: Valent, 2003. - 192 p.

16. Vishnyakova S.M. Professional education. Dictionary. Key concepts, terms, current vocabulary. M.: NMC SPO, 1999. 538 p.

17. Vlahov S., Florin S. Untranslatable in translation. M.: Higher School, 1986. - 416 p.

18. Vorobyova E.I. Professionally-oriented formation of linguistic and regional competence of an English language teacher (German department, 4-5 k.): Abstract of thesis. diss. Ph.D. ped. Sci. St. Petersburg, 2000. - 16 p.

19. Vorobyova E.I. Professionally oriented formation of linguistic and regional competence of an English language teacher (German department, 4-5 k.): Diss. Ph.D. ped. Sci. St. Petersburg, 1999. - 212 p.

20. Vorontsova T.Yu. Specificity of the connotative macrocomponent of the semantics of historicisms of the modern English language: Author's abstract. diss. Ph.D. Philol. Sci. Nizhny Novgorod, 2000. - 32 p.

21. Vygotsky JI.C. Thinking and speech. M: Labyrinth, 1996. 414 p.

22. Gershunsky B.S. Philosophy of education for the 21st century. - M.: Perfection, 1998.-608 p.

23. Gessen S.I. Fundamentals of pedagogy. Introduction to Applied Philosophy (edited and compiled by P.V. Alekseev). M.: Shkola-Press, 1995. - 448 p.

24. Gorelov I.N., Sedov K.F. Fundamentals of psycholinguistics. Tutorial. -M.: publishing house “Labyrinth”, 1998. 256 p.

25. Grushevitskaya T.G., Popkov V.D., Sadokhin A.P. Fundamentals of intercultural communication. M., 2002. - 347 p.

26. Driga I.I., Pax G.I. Technical teaching aids in secondary schools: Proc. manual for pedagogical students. Inst. - M.: Education, 1985.-271 p.

27. Elukhina N.V. Oral communication in the lesson, means and techniques of its organization//Foreign. languages in school 1995. - No. 4. - P. 3-6

28. Erasov B.S. Social cultural studies. M.: JSC "Aspect-Press", 1998. - 590 p.

29. Erofeev N.A. Foggy Albion. England and the British through the eyes of Russians. 1825-1853. -M: Science, 1982.-320 p.

30. Zhinkin N.I. Mechanisms of speech. M.: Publishing house Acad. ped. Sciences of the RSFSR, 1958. - 370 p.

31. Zhinkin N.I. Speech as a conductor of information. M.: Nauka, 1982. - 159 p.

32. Zaitsev A.B. Organizational culture as a factor in the formation of a teacher’s professional mentality: Abstract of thesis. diss. Ph.D. ped. Sci. - M., 2000.- 15 p.

33. ZZ.Zapesotsky A.S. Humanitarian culture as a factor of individualization and social integration of youth. Diss. Doctor of Social Sciences Sciences, St. Petersburg, 1996. 260 p.

34. Zakharova E.E., Filippova T.V. Intercultural communication as a sphere of implementation of intercultural competence//Foreign languages and intercultural communication: Interuniversity. Sat. scientific articles. Saratov: Slovo Publishing House, 2001. - pp. 41-45

35. Zimnyaya I.A. Psychology of teaching foreign languages at school. - M.: Education, 1991. 222 p.

36. Zimnyaya I.A. Educational psychology: Proc. allowance. Rostov n/d.: publishing house "Phoenix", 1997. - 480 pp. 37.3lobin N.S. Culture and social progress: Abstract (monographs) for the academic degree. Art. Doctor of Philosophy, Sciences. M., 1983. - 31 p.

37. Ilyin I. The essence and originality of Russian culture//Moscow. 1996. - No. 1.-S. 171

38. Kagan M.S. World of communication. M.: Politizdat, 1988. - 319 p.

39. Karaulov Yu.N. Russian language and linguistic personality. M.: Nauka, 1987. -216 p.

40. Kisseleva T.G., Krasilnikov Yu.D. Fundamentals of social cultural activities: Textbook. allowance M.: Moe publishing house. State University of K-ry, 1995. - 136 p.

41. Kitaigorodskaya G.A. Methods of intensive teaching of foreign languages. M: Higher School, 1982. - 141 p.

42. Klyuev E.V. Speech communication: A textbook for universities and institutes. M.: RIPOL CLASSIC, 2002. - 320 p.

43. Kogan L.N. Sociological aspect of the study of culture//Sociological Research. 1976. - No. 1. - P. 60

44. Kogan L.N. Theory of culture: Textbook. allowance. Ekaterinburg: UrSU, 1993. - 160 p.

45. Kolesnikova I.L., Dolgina O.A. English-Russian terminological reference book on methods of teaching foreign languages. St. Petersburg: Publishing house "Russian-Baltic Information Center "BLITS", "Cambridge University Press", 2001. -224 p.

46. Korostelev V.S., Passov E.I., Kuzovlev V.P. Principles of creating a system of communicative teaching of foreign language culture//Foreign. languages in school -1988.-No.2.-S. 40-45

47. Kravchenko A.I. Culturology: Dictionary. M.: Academician. project, 2001. - 670 p.

48. Krasnykh V.V. Ethnopsycholinguistics. Linguoculturology. M: Gnosis, 2002. - 284 p.

49. Krylova N.B. Formation of the culture of the future specialist. M.: Higher School, 1990. - 142 p.

50. Kuzmenkova Yu.B. ABC's of Effective Communication/The Basics of Polite Communication: A Textbook. Obninsk: Title, 2001. - 112 p.

51. Lonskaya M.Yu. Development of the theory and practice of intercultural management in advanced training of education managers: Diss. Ph.D. ped. Sci. -Rostov-on-Don, 2003. 152 p.

52. Lvova N.A., Khokhlova E.L. Intercultural communication in the process of translation//Teaching technologies and the creative potential of the teacher: Sat. scientific tr. Issue 3 Saratov: Publishing house Sarat. University, 2002. - P. 190-194

53. Manekin R.V. Content analysis as a method for researching the history of thought// Clio.- 1991.-No. 1.-P.28

54. Mechkovskaya N.B. Social linguistics: A manual for students of humanities universities and lyceum students. 2nd ed., rev. - M.: Aspect Press, 1996.-207 p.

55. Miloserdova E.V. National-cultural stereotypes and problems of intercultural communication//Foreign. languages in school 2004. - No. 3. - P.80-84

56. Milrud R.P. The threshold of the mentality of Russian and English students when cultures come into contact // Foreign. languages in school 1997. - No. 4. - pp. 17-22

57. Minyar-Beloruchev R.K. Methods of teaching French: Textbook. allowance. M.: Education, 1990. - 224 p.

58. Mogilevich L.V. System of formation of information culture of students in the educational process: Author's abstract. diss. Ph.D. ped. Sci. - Saratov, 2001.-25 p.

59. Nemov P.S. Psychology. Textbook for higher education students ped. textbook establishments. Book 1 General fundamentals of psychology. 2nd ed. - M.: Education: VLADOS, 1995.-576 p.

60. Nechaev N.H. Psychological and pedagogical foundations of the formation of professional activity//MSU Faculty of Advanced Studies. M.: Moscow State University Publishing House, 1988. - 166 p.

61. Organization and conduct of a pedagogical experiment in vocational educational institutions. P/r A.P. Belyaeva. SPb.: NIIPTO, 1992.- 123 p.

62. Passov E.I. Communicative method of teaching foreign language speaking: A manual for foreign teachers. language M.: Education, 1985. - 208 p.

63. Passov E.I., Kuzovlev V.P., Korostelev V.S. The purpose of teaching a foreign language at the present stage of development of society//Foreign. languages in school 1987.- No. 6. P. 31

64. Pedagogy: A textbook for students of pedagogical universities and pedagogical colleges/Ed. P.I. Pidkasisty. - M.: Pedagogical Society of Russia, 1998. 640 p.

65. Pedagogy and psychology of higher education. Series "Textbooks, teaching aids". R/n Don: “Phoenix”, 1998. - 544 p.

66. Pedagogy: pedagogical theories, systems, technologies: Proc. for students higher and Wednesday ped. textbook establishments / S.A. Smirnov, I.B. Kotova, E.H. Shiyanov and others; Ed. S.A. Smirnova. 4th ed., rev. - M.: Publishing center "Academy", 2001.-512 p.

67. Pedagogical heritage of Russian abroad, 20s (Compiler and author of the issue P.V. Alekseev). - M.: Education, 1993. 228 p.

68. Pease A. Body language. M.: IQ, 1995. - 257 p.

69. Pomerantseva E.V. Russian folktale. M.: Academic publishing house. Sciences of the USSR, 1963.- 128 p.

70. Workshop on methods of teaching foreign languages: Proc. aid for students ped. in-tov/K.I. Salomatov, S.F. Shatilov, I.P. Andreeva and others; Under the general editorship. K.I. Salomatova, S.F. Shatilova. M.: Education, 1985. - 224 p.

71. Program and dictionary of pedagogical concepts on the problem of education. Petersburg concept. St. Petersburg, 1984. - 54 p.

72. Pryadko S.B. Language and culture: the cultural component of meaning in the linguistic and cultural vocabulary of Australian English. Diss. Ph.D. ped. Sciences M., 1999. - 201 p.

73. Psychology and pedagogy. Textbook manual for universities. Compiled and responsible ed. Radugin A.A. M.: publishing house "CENTER", 1996. - 332 p.

74. Rogova G.V. Methods of teaching English (in English): Proc. allowance. M.: Education, 1983. - 351 p.

75. Rokityanskaya JI.A. Formation of motivation for students' educational activities//Professionally oriented teaching of foreign languages at a university: Interuniversity. scientific Sat. Saratov, 2002. - pp. 104-107

76. Ruzhenskaya Z.S. Pedagogical conditions for the formation of the professional mentality of a future teacher: Abstract of thesis. diss. Ph.D. ped. Sci. - Magnitogorsk, 2002. 20 p.

77. Sadikhova L.G. America through the eyes of Charles Dickens: historical and psychological aspects of intercultural communication: Author's abstract. diss. Ph.D. cult, science -M., 2000. 24 p.

78. Safonova V.V. Problem-based activities in English lessons at school. M.: Euroschool, 2001. - 271 p.

79. Selevko G.K. Modern educational technologies: Textbook. allowance. - M.: Public Education, 1998. 255 p.

80. Sapir E. Selected works on linguistics and cultural studies: Trans. from English/General ed. and entry Art. A.E. Kibrika. - M.: Publishing group “Progress”, “Univers”, 1993. 656 p.

81. Sidorenko V.F. Education: image of culture // Socio-psychological problems of education. -M., 1992. P. 86

82. Slastenin V.A. and others. Pedagogy: Textbook for higher education. ped. textbook establishments/V. A. Slastenin, I.F. Isaev, E.H. Shiyanov; P/ed. V.A. Slastenina. 2nd ed. - M.: Publishing house. Center "Academy", 2003. - 576 p.

83. Dictionary of foreign words. M: Rus. language, 1987. - 606 p.

84. Dictionary of the Russian language. Under. ed. A.P. Evgenieva. vol. 1-4. M.: Rus. lang., 1981-1984.-696 p.

85. Smirnov S.D. Pedagogy and psychology of higher education: from activity to personality: Textbook. a manual for students of facts and institutes for advanced training of university teachers and graduate students. M.: Aspect Press, 1995.-271 p.

86. Soviet Encyclopedic Dictionary/Scientific Editorial Council: A. M. Prokhorov (pres.). M.: Soviet Encyclopedia, 1981. - 1600 p.

87. Modern dictionary of foreign words. M: Rus. language, 1999. - 752 p.

88. Soloviev S.M. Readings and stories on the history of Russia. M.: Pravda, 1990. -768 p.

89. Social pedagogy: Textbook. aid for students higher textbook institutions/Ed. V.A. Nikitina. M: Humanitarian. ed. VLADOS center, 2002. - 272 p.

90. List of terms/Education without borders. Study In. 2004. - No. 1. - P. 62

91. Stefanenko T.G. Ethnopsychology; Textbook aid for students universities in special fields "Psychology". - M.: Institute of Psychology RAS: IP RAS: Acad. project, 2000.-320 p.

92. Suvorova M.A. Linguistic and cultural approach to teaching foreign languages to senior students of a language university: Diss. Ph.D. ped. Sci. Ulan-Ude, 2000. - 158 p.

93. Sysoev P.V. The phenomenon of American mentality // Foreign. languages in school -1999.-No.5.-S. 68-73

94. Sysoev P.V. Cognitive aspects of mastering culture // Bulletin of Moscow State University. Ser. 19. Linguistics and intercultural communication. M., 2003. - No. 4. - P. 110-123

95. Talyzina N.F. Educational psychology: Proc. for students avg. ped. uch. establishments. 3rd ed., stereotype. - M.: Publishing center "Academy", 1999.-288 p.

96. Ter-Minasova S.G. Language and intercultural communication: (Textbook) M.: Slovo/Slovo, 2000. - 262 p.

97. Titova S.B. Telecommunication projects as a new type of educational tasks: structure, goals, significance in the teaching process // Bulletin of Moscow State University. Ser. 19. Linguistics and Intercultural Communication. 2003. - No. 3. - P.148-158

98. Tokareva N.D., Peppard V. America. What is it like?: A textbook on US regional studies. Textbook: - M.: Higher. school, 2000. - 334 p.

99. Whorf B. The relationship of norms of thinking to language // New in linguistics. Issue 1. -M., 1960

100. Formation of interest in learning among schoolchildren / Ed. A.K. Markova. -M.: Pedagogy, 1986.- 191 p.

101. Furmanova V.P. Intercultural communication and cultural linguistics in the theory and practice of teaching foreign languages. Saransk: Mordovian University Publishing House, 1993. - 124 p.

102. Furmanova V.P. Intercultural communication and cultural-linguistic pragmatics in the theory and practice of teaching foreign languages: Dis. . Dr. ped. Sci. M., 1995. - 212 p.

103. Furmanova V.P. Intercultural communication and cultural-linguistic pragmatics in the theory and practice of teaching foreign languages: Abstract of thesis. diss. Dr. ped. Sci. M., 1994. - 58 p.

104. Khaleeva I.I. Secondary linguistic personality as a recipient of a foreign text // Language system. Language - text. Language is an ability. - M., 1995

105. Kharlamov I.F. Pedagogy: Short course: Textbook. allowance. M.: Higher School, 2003.-272 p.

106. Kharchenkova L.I. Ethnocultural and sociolinguistic factors in teaching Russian as a foreign language: Author's abstract. diss. Dr. ped. Sci. - St. Petersburg, 1997.-32 p.

107. Chuzhakin A.P., Palazhchenko P.R. The world of translation - 1. Introduction to Interpreting XXI. Protocol, Job Search, Corporate Culture, 5th ed. reworked and additional M.: R. Valent, 2002. - 224 p.

108. Chusin-Rusov A.E. Convergence of cultures. M.: IChP "Magistr Publishing House", 1997.-40 p.

109. Shamaeva O.P. Socio-technological culture of a specialist: essence, ways and methods of formation: Author's abstract. diss. Ph.D. social Sci. - Belgorod, 2000. 20 p.

110. Shmakov S.A. Students' games are a cultural phenomenon. - M.: New School, 1994.-239 p.

111. Encyclopedia of Philosophical Sciences. T.Z. M: Soviet Encyclopedia, 1977.-803 p.

112. Yakushkina L.B., Zhelezovskaya G.I. Communicative and intellectual competencies of students. Saratov: Lyceum Publishing House, 1998. - 102 p.

113. Brown H. D. Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice-Hall, Inc. 1994

114. Brown H. D. Principles of Language Learning and Teaching 4th edition Pearson Education Ltd, 2000

115. Day R., Bamford J. Extensive Reading in the Second Language Classroom Cambridge University Press, 1998

116. Deutsch M., Krauss R.M. Theories in Social Psychology. N.Y., 1965

117. Galloway, Vicky B. A Design for the Improvement of the Teaching Culture in Foreign Language Classroom. ACTFL project proposal, 1985

118. Gorodetskaya L. Course and Syllabus Design in Intercultural Communication. ELT News and Views, Dinternal # 1(18) 2001, pp. 20-21

119. Gower Roger, Phillips Dilane, Walters Steve Teaching Practice Handbook Macmillan Heinemann, 1995

120. Graham C. Jazz Chants: Rhythms of American English as a Second Language. -N.Y. Oxford University Press, 1978

121. Grillet Francoise Developing Reading Skills. Cambridge: Cambridge University Press, 1981

122. Hadley Alice Omaggio Teaching Language in Context. 3rd edition University of Illinois at Urbana-Champaign. Heinle & Heinle. -498 p.

123. Hall Edward T. Beyond Culture. Anchor Press/Doubeday Garden City, NY, 1976.

124. Hall Edward T. and Mildred Reeve Hall Understanding Cultural Differences: Germans, French and Americans. Yarmouth: Maine, Intercultural Press, 1989

125. Harmer J. The Practice of English Language Teaching 3rd edition Pearson Education Ltd, 2001

126. Hofstede G. Culture's Consequences: International Differences in Word-Related Values. Beverly Hills, CA: Sage Publishing, 1980

127. Hogan-Garcia Mikel The Four Skills of Cultural Diversity Competence: A Process for Understanding and Practice. Second Edition. California State University, Fullerton, 2003. 163 P

128. Hudson G. Essential Introductory Linguistics. Michigan State University, 2000.

129. Hui Leng New Bottles, Old Wine: Communicative Language Teaching in China // Forum vol. 35 #4, 1997, pp. 38-41

130. Klakhohn F.R. Variations in Value Orientations. NY: Row & Peterson, 1961

131. Matikainen T., Duffy C.B. Developing Cultural Understanding // Forum, vol. 38 #3, pp.40-47

132. Meyer M. Developing Transcultural Competence. Case Studies of Advanced Foreign Language Learners // Mediating Languages and Culture/ Ed. by D/ Buttjes & M. Byram Clevedom. Philad. Multil. Matters LTD, 1990 - p. 136-158

133. Mohan B. and Margaret van Naerssen Understanding Cause-Effect // Forum vol. 35 #4 1997, pp.22-29

134. Niederhauser Janet S. Motivating Learners at South Korean Universities // Forum vol.35, # 1, 1997, pp. 8-11

135. Omaggio A. Proficiency, Articulation, Curriculum: The Ties that Bind. Reports of the Northeast Conference on the Teaching of Foreign Languages. Middlebury, VT: Northeast Conference, 1985

136. Pathways to Culture. Edited by Paula R. Heusinkveld, 1997, 666 p.

137. Push Margaret D. Multicultural Education: A Cross Cultural Training1. Approach pp. 4-7

138. Richmond E. Utilizing Proverb as Focal Point to Cultural Awareness and Communicative Competence: Illustrations from Africa, Foreign Language Annals 20, iii, 1987

139. Samovar, L.A., R.E. Porter, (eds.). Intercultural Communication: A Reader, CA: Wadsworth Publishing Co, 1999

140. Seelye, H.Ned Teaching Culture: Strategies for Intercultural Communication.1.ncolnwood, IL: National Textbook Company, 1984

141. Sheils J. Communication in the Modern Language Classroom. Strasbourg: Council of Europe Press, 1993

142. Shirts G.R. Beyond Ethnocentrism: Promoting Cross-Cultural Understanding with BaFaBaFa // Intercultural Sourcebook: Cross-Cultural Training Methods. V. 1/Ed. by Fowler S.M. - Yarmouth: Intercultural Press, Inc., 1995, p. 93-100

143. Sikkema Mildred and Niyekawa Agnes Design for Cross-Cultural Learning. - Intercultural Press, Inc. Yarmouth, Maine, 1987

144. Stempleski S. Cultural Awareness. Oxford University Press, 1993

145. Williams M. and Burden R. Psychology for Language Teachers Cambridge1. University Press, 1997159. vvww.encarta.msn.com/find/consise.asp160. wvvw.krugosvet.ru/articles161. www.stephweb.com162. www.onestopenglish.com

146. STANDARDS FOR FOREIGN LANGUAGE LEARNING (1996)1. Communication

147. Communicate In Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

148. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

149. Standard 1.3: Students present information, concepts, and ideas to an audience oflisteners or readers on a variety of topics.1. Cultures

150. Gain Knowledge And Understanding Of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

151. Standard 2.2: Students demonstrate an understanding of the relationship between the products and the perspectives of the cultures studied.1. Connection

152. Connect With Other Disciplines And Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

153. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.1. Comparison

154. Developing Insight Into The Nature Of The Language And Culture Standard 4.1: Students demonstrate understanding of the nature of language through the comparisons of the language studied and their own.

155. Standard 4.2: Students demonstrate understanding of the concept of culture through ♦ the comparisons of the cultures studied and their own.1. Communities

156. Answer the following questions. You have 3 minutes.

157. Where do you come from? Have you always lived here/there? What do you like best in your house? Which is your favorite possession and why? Would you like to change anything about the place of living?

158. Have you got a big family? How can you characterize your relationship with your parents, brothers/sisters, other close relatives? Who is the closest to you? Would you like to change anything about the relationships?

159. Have you got many friends? Who is your best friend and how long have you known him/her? What is the most memorable thing about your friend?

160. Have you got any hobby? What do you think about people who have/don't have hobbies? What extraordinaiy hobby would you like to have if you had time and opportunity?

161. How often do you go to the cinema? What kind of movies do you like? Would you like to star in a film? What part would you like to play and why?1. Part 2. Dialogue.1. You have 4 minutes.

162. Talk to another student about your favorite kind of music.

163. Discuss different kinds of sports with another student, mentioning their advantages and disadvantages.

164. Talk to other students about your favorite actor/actress.

165. Discuss the latest fashion in clothes with another student.

166. Discuss the important leadership qualities with another student.1. Part 3. Dialogue.1. You have 4 minutes.

167. Talk to other students about the place to go after the lesson to have a rest and chat a little.

168. Talk to other students about your favorite film and decide together which film to watch tonight.

169. Talk to other students about the weekend. You all like doing something active, suggest an idea and decide what exactly to do.

170. You"d like to have a party at home on Saturday. You need to cook something. Talk to other students about the food and decide what to cook.

171. You"d like to change your hair style. Talk to other students about it, ask for their advice and then make a decision.

172. Basics of intercultural communication

173. The process of inculturation occurs) when studying one’s native languageb) when studying a foreign languagec) when studying a foreign culture

174. Representatives of a polychronic culturea) need a clear work scheduleb) strive to do many things at the same timec) concentrate on completing one thing in a certain period of time

175. Nonverbal communication conveys) cognitive meaningb) affective meaningc) connotative meaning

176. According to J. Hofstede’s classification, Russia can be characterized as:) individualist cultureb) collectivist culturec) public culture

177. The hypothesis of linguistic relativity was put forward by a) E. Sapir and B. Warfomb) J. Hofstede c) D. Crystal

178. Highly hierarchical cultures are characterized bya) equalityb) focus on the futurec) strict class division

179. Test for knowledge of regional information (USA) Part 1 History and Geography1. The USA is.1. A. a federal republic

180. B. a constitutional monarchy1. C. a republic2. The USA consists of.1. A. 50 states1. B. 51 states

181. C. 50 states and 1 district

182. The capital of the USA is .1. A. New York1. B. Los Angeles1. C. Washington

183. The major official holiday, Independence Day is on.1. A. June, 41. B. July 121. C. July 45. On the flag there are .

184. A. 50 stars and 50 stripes

185. B. 50 stars and 13 stripes

186. C. 51 stars and 50 stripes

187. The first US president was .1. A. Thomas Jefferson1. B. George Washington1. C. Abraham Lincoln

188. The symbol of the Democratic party is .1. A. a donkey1. B. an elephant1. C. an eagle8. The "Big Apple" is .1. A. California1. B. Boston1. C. New York

189. The Great Depression was in.1. A. the 1930s1. B. the 1950s1. C. the 1980s

190. The author of the Declaration of Independence was .1. A. Thomas Jefferson1. B. George Washington1. C. Abraham Lincoln11 .Election Day a legal holiday which is held every 4 years falls on . in November.

191. A. The Declaration of Independence1. B. The Constitution1. C. The national anthem

192. The largest state in the USA is .1. A. California1. B. Texas1. C. Alaska15.The smallest state is .1. A. Rhode Island1. B. Hawaii1. C. Connecticut1. Part 2 People and Culture

193. Which sport is considered to be the national passion for Americans?1. A. basketball1. B. baseball1. C. football

194. What are the ingredients of the traditional Thanksgiving dinner?1. A. Pumpkin pie and turkey

195. B. Sandwiches and hot dogs1. C. Pop corn and barbecue

196. What is written on an American banknote?1. A. Im Plurumbum Unum1. B. In God We Trust1. C.God Bless America

197. Where would you expect to see the notice "Sold Out"?1. A. in a shop1. B. in a hotel1. C. outside the cinema

198. What does if mean if there is An American flag outside someone's house during any political conflict?

199. A. people support the government1. B. people like their flag

200. C. people show they are patriots

201. What question would be considered inappropriate in a conversation?

202. A. What countries have you been to?1. B. How much do you earn?1. C. Where do you live?

203. What is called a "bread-and-butter" letter?

204. A. a letter asking for help1. B. a thank-you letter1. C. an invitation letter

205. Which is an unlucky superstition?

206. A. to laugh before breakfast1. B. to see a cat1. C. to walk under a ladder

207. What is a popular place in New York to celebrate New Year?1. A. Brooklyn Bridge1. B. Manhattan1. C. Times Square

208. Which of the following notices is not for drivers?

209. A. One Way Mon-Sat 8 am-6.30 pm1. B. Dead Slow1. C. No cycling11. Who was Lawrence Welk?

210. A. a successful businessman

211. B. a TV host and presenter1. C. a famous jazz musician

212. What is the traditional color of Halloween?1. A. orange1. B. black1. C. red

213. What monument dedicated to an American president is nicknamed “The Pencil”?1. A. Washington Monument1. B. The Kennedy Monument1. C. The Roosevelt Monument

214. Which city is the birthplace of "grunge" music?1. A. LA1. B. Detroit1. C. Seattle

215. Which state has the nickname "The Sunflower State"?1. A. Texas1. B. Florida1. C. Kansas1. Key Part 1:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

216. A C C c B B A C A A A A B C A1. Key Part 2: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

217. B A B C A B B C C c B A A C C

218. THE SCORE: 1 -4 bad, 5-8 - satisfactory, 9-11- good, 12-15- very good

219. Test for knowledge of regional information (Great Britain) Part 1 History and Geography1. The UK consists of

220. A. Britain, Scotland and Northern Ireland

221. B. England, Wales and Northern Ireland

222. C. England, Scotland, Wales, Northern Ireland

223. The flag of the UK is called1. A. Great Union1. B. Union Jack1. C. Union Great

224. The British Queen celebrates

225. A. two birthdays every year1. B. no birthday

226. Most British kid start school at the age of1. A. seven1. B. five1. C. six9. GCSEis

227. A. General Certificate of Secondary Education

228. B. General Classical Secondary Education

229. C. General Classical Secondary Examination1.O.Edinburgh is in1. A. Wales1. B.Ireland1. C. Scotland1. .The Royal Assent is

230. A. the official document creates by a monarch

231. B. the monarch's signature1. C. a new law

232. Queen Elizabeth II belongs to the1. A. House of Tudor1. B. House of Stuart1. C. House of Windsor

233. Tony Blair is a representative of the1. A. Labor Party1. B. Conservative Party1. C. Democratic Party

234. The author of the "Forsyte Saga" is1. A. William Thackeray1. B. Charles Dickens1. C. John Galsworthy15.The symbol of England is1. A. a thistle1. B. arose1. C. a lilac1. Part 2 People and Culture

235. Which is the most popular fast food in Britain?1. A. hot dogs1. B. hamburgers1. C. fish and chips

236. What do people usually do on Guy Fawkes Night?1. A. have a family meal1. B. have a day off

237. C. have fireworks and bonfires

238. What can you buy from the newsagents?1. A. newspapers

239. B. newspapers, stationary, cigarettes, C. newspapers and magazines

240. According to the legend the Tower of London will fall if.

241. A. the ravens were to leave it

242. B. "Beefeaters" changed their uniform

243. C. the Crown Jewels were stolen

244. Which is considered very unlucky?1. A. to see a black cat1. B. to walk under a ladder

245. C. to meet a black-haired man in the street6. . is one of the most popular pastimes for most British people.1. A. Going to pubs1. B. Watching sports on TV1. C.Gardening

246. Punting is a tradition in A. London1. B. Manchester1. C. Cambridge8. The Center Court is

247. A. an important court of law

248. B. a tennis court in Wimbledon1. C. a famous theater

249. The song "My Bonnie Lies Over the Ocean" is based on the story of

250. A. Prince Charles Edward Stuart1. B. Queen Victoria1. C.Henry VIII

251. A "stiff upper lip" refers to

252. A. a description of royal looks1. B. tough sports

253. C. a quality of remaining calm11. Yorkshire pudding is

254. A. a sweet pudding with apple sauce

255. B. a pudding to accompany a meat course1. C. a steamed plum pudding12.High Tea is

256. A. a social ritual of drinking tea

257. B. an evening meal in Scotland

258. C. a morning meal in England

259. The game which is especially connected with England is1. A. cricket1. B. ice-hockey1. C. basketball

260. According to the tradition at Christmas any couple should exchange kisses

261. A. after the stroke of midnight

262. B. if they are under a wreath of mistletoe

263. C. if the first footer is a blond man

264. The most traditional New Year song is1. A. Jingle Bells1. B. Old Lang Syne1. C. Happy New Year1. Key Part 1:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15c B A B C A B B A C B C A C B1. Key Part 2:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

265. C C B A B A C B A C B B A B B

266. THE SCORE: 1 -4 bad, 5-8 - satisfactory, 9-11 - good, 12-15 - very good1. TEST No. 1.1. Make the right choice.

267. Someone stops you in a town you don't know and asks for directions. How would you answer?

268. A. Sorry, I don't live here.1. B. Who knows?1. C. Go there!

269. You don't know the time. How would you ask?

270. A. Please, what time is it, Mr.?

271. B. Excuse me, have you got the time, please?

272. C. Excuse me, have you got time, please?

273. You're looking for an extra seat in a cafe. What would you say?

274. A. I"d like to sit here, please.1. B. Can you move, please?1. C. Is this seat free?

275. You"ve finished your meal in a restaurant and would like to go. What would you say?

276. A. I want to pay now, please.

277. B. Can I have the bill, please?1. C. Bring me the bill.

278. You"re calling your friend and his/her mother picks up the receiver and says your friend is out. What would you say?

279. A. Can you ask her/him to call me back?

280. B. I want him/her to call me later in the evening.

281. C. I want to leave a message, please.

282. You need some change for a coffee machine. What would you say?

283. A. Have you got any change for $5?

284. B. Have you got any money? I need a change for $5?

285. C. Have you got change for $5?

286. You"re in a shop and the shop assistant asks if you want to buy the trousers you"ve tried on. What would you say?

287. A. Oh, yes, I like it and I"ll buy it.1. B. Yes, I"ll take it.1. C. Ok, I"ll take them.

288. Your friend says: "The teacher spoke so fast, I didn't understand anything." How would you agree?1. A. Me neither!1. B. I also!1. C. Me too!

289. You"re talking with a person and don"t agree with the statement your companion makes: "Men are better drivers than women", how would you react trying to be polite?1. A. I completely disagree.

290. B. That "s absolutely rubbish, I don"t think so.1. C. I think it depends.

291. You are in a shop and want to buy a dress but of a different color. What would you say?

292. A. I"d like this dress, but a red one, please.

293. B. Have you got this in red?

294. C. Have you got this red dress?

295. Which of the following is inappropriate in English on a wedding?

296. A. I hope you"ll be very happy!1. B. Congratulations!1. C. Many happy returns!

297. You are writing a formal letter to the director of the company, you don"t know his name, so you address him "Dear Sir", how would you finish your letter?1. A. Yours faithfully1. B. Yours sincerely1 C. Ever yours

298. You need a dictionary and there"s one on your partner"s table. How would you ask?1. A. Can I take it, please?

299. B. Can I borrow it, please?

300. C. Can you give me your dictionary, please?

301. Which of the following is inappropriate to greet a person?1. A. Good day!1. B. Morning!1. C. Hi!

302. You see a very expensive car that belongs to your new acquaintance. You like it very much and express your admiration. Which question is more appropriate?

303. A. It "s really great! How much did you pay for it?

304. B. It's so beautiful! How much do you earn?

305. C. It's fantastic! When did you buy it? 1. Key:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

306. A B c B A C C A C B C A B A C1. Score:1.5-bad6.9 satisfactory 10-12-good 13-15 - very good1. TEST No. 2.

307. Kuzmenkova Yu.B. (ABC's of Effective Communication/The Basics of Polite Communication) Make the right choice.

308. You were invited to a British home. You brought a small present (flowers or chocolates). The host says: "That"s very kind of you, you shouldn"t have bothered.! You say:1. A. It"s nothing, really.1. B. That's my pleasure.1. C. Not at all.1. D. nothing.

309. You are about to leave your host. You wouldn't say:

310. A. I"ll have to be going, I"m afraid.

311. B. I'm sorry, I must be going.

312. C. nothing (stand up and leave unnoticed)

313. D. I"ll really have to go soon.

314. There's a bug on your neighbor's lapel. You would warm him by saying:1. A. Take care!1. B. Mind out!1. C. Be careful!1. D. Watch out!

315. You"re to politely refuse something you don"t like. Your host says: "Help yourself to the apple pie." You wouldn't say:

316. A. No, thank you. I"m not very keen on apples, I"m afraid.

317. B. No, thank you. I"m afraid apples don"t agree with me.

318. C. Excuse me, I "d rather have some chocolates, I don"t like apples.

319. D. It "s really lovely but I don"t think I could manage any more, thank you.

320. In a cafe it would be rather impolite to say:

321. A. Excuse me, anyone sitting here?

322. B. Excuse me, do you mind moving your bag?

323. C. Excuse me, do you mind if I move your bag a little?

324. D. Excuse me, is this seat taken?

325. In public transport it would be appropriate to say:

326. A. Would you move, please?

327. B. If you were taking just a little less room, I could sit down.

328. C. I"d rather you moved a little.

329. D. Excuse me, I wonder if you"d mind moving up a little so that I could sit down?

330. Which of the following is appropriate in English?

331. A. My congratulations on your birthday!

332. B. I wish you a good trip!

333. C. Remember me to your sister.

334. D. For our charming hostess! (a toast)8. "Really?" is inappropriate to use when you want to show that

335. A. you"re following me/listening.1. B. you sympathize.1. C. you"re surprised.

336. D. you find something difficult to believe.

337. What is appropriate to ask of a chance acquaintance whose ring you admire: What a lovely ring!

338. A. How much does your husband earn annually?

339. B. How much did your husband pay for it?

340. C. How long have you been married?

341. D. How beautifully it is cut! lO. In Britain, you wouldn't say "Excuse me!" 1. A. if you apologise.

342. B. if you brush past somebody. ^ C. after sneezing/coughing.

343. D. before interrupting somebody.

344. Which of the following functions equivalently in Russian and in English?

345. A. Good day! (as a greeting)

346. B. Good appetite! (before eating)

347. C. Good luck! 9before a difficult event)

348. D. Good Heavens! (as an exclamation)

349. What would you say to the clerk in the booking office?

350. A. Give me a return to Rye, please.

351. B. I need to buy a return ticket to Rye, please.

352. C. A return to Rye, please.

353. D. Would you mind selling me a return ticket to Rye, please?

354. You want to ask a passer-by about the time. You would say:

355. A. Hi, what time is it now?

356. B. Excuse me, could you tell me the time please?

357. C. Tell me the time, please, will you?

358. D. I wonder if I might trouble you, I wanted to know the time.14.1n a shop the assistant gave you the wrong newspaper. You would say:

359. A. Sorry, you"ve made a mistake.

360. B. I "ve made a silly mistake.

361. C. Don't you think there's been a mistake?

362. D. I think there"s been a mistake.

363. Your TV has broken down the evening when there"s a program you very much want to watch. You would ask a neighbor (a stranger to you):

364. A. I hope you don"t think me rude but would it be at all possible for me to come and watch your TV tonight?

365. B. Do you mind if I come and watch your TV tonight? I hope you won't think me an intruder?

366. C. I wondered if my company would prevent your watching TV tonight?

367. D. Could I come and watch your TV tonight?1. Key:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

368. A C D C B A C B D A C C B D A

369. WHAT ARE THE FEATURES OF MY MOTIVATIONAL SPHERE question Yes no

370. When I get involved in work, I am usually optimistic and hope for success2 I usually act actively

371. I am inclined to take initiative

372. When performing important tasks, I try my best to find any reasons to refuse

373. I often choose extremes: either very easy or completely impossible tasks.

374. When meeting obstacles, I, as a rule, do not retreat, but look for ways to overcome them

375. When successes and failures alternate, I tend to overestimate my successes

376. The fruitfulness of activity mainly depends on myself, and not on someone else’s control.

377. When I have to take on a difficult task and there is little time, I work much worse, more slowly

378. I am usually persistent in achieving my goals.

379. I usually plan the future not only for a few days, but also for a month, a year in advance

380. I always think before I take risks.

381. I am usually not very persistent in achieving a goal, especially if no one controls me.

382. I prefer to set myself moderately difficult or slightly exaggerated but achievable goals

383. If I fail and the task does not work out, then, as a rule, I immediately lose interest in it.

384. When successes and failures alternate, I tend to overestimate my failures

385. I prefer to plan my future only for the near future

386. When working under limited time, my performance usually improves, even if the task is quite difficult.

387. As a rule, I do not give up on a goal even if I fail on the way to achieving it

388. If I chose a task for myself, then in case of failure its attractiveness for me will increase even more

389. Sightseeing London, Moscow, Saratov, Washington* (10.02 - 6.04)

390. Higher Education in Great Britain (7.04 18.05)3. Theater (19.05 8.06)

391. The topic "Washington" will be devoted to project work and studied on your own. Planning and carrying out the project should be done in group or groups, reviewing will be done in class at the final stage.2. Reading.

392. Grammar materials presented in the book "FCE" should be studied weekly on your own. Checking will be done once a week during 30-45 minutes any day you"ll choose.5. Listening.

393. The program of extensive listening is supposed to improve your listening skills. So once a week you"ll be asked either to present the tapescript of the listening task or to discuss the contents in a dialogue form. You can choose any day you want.

394. You"ll be given a grade at the end of the term which will be calculated as follows:1. Attendance 10%1. Class participation 30%

395. Home, individual and extensive reading 15%1. Written works 15%1.stening practice 10%1. Tests 20%

396.N.B. At the final lesson devoted to each topic you"ll be given a test which includes all the materials studied.1. Reading program 1 course

397. Arthur Conan Doyle “The Lost World”, stories2. Arthur Haley "Airport"

398. Walter Scott “Quentin Dorward”4. Washington Irving stories

399. Harriet Bitcher Stowe "Uncle Tom's Cabin"

400. Daniel Defoe “Robinson Crusoe”

401. James Fenimore Cooper "Deerslayer", "The Last of the Mohicans"

402. Jack London “White Fang”, stories9. Katherine Mansfield stories

403. Y. Lewis Carroll “Alice in Wonderland”, “Alice Through the Looking Glass” 11. Margaret Mitchell “Gone with the Wind”

404. Mark Twain “The Adventures of Tom Sawyer and Huckleberry Finn”

405. Ridyard Kipling “The Jungle Book” M. Roald Gave stories

406. Robert Louis Stevenson "Treasure Island"

407. Wilkie Collins “The Woman in White”, “The Moonstone” 17. William Saroyan stories

408. William Shakespeare “Romeo and Juliet”, “Hamlet”, “Othello”, “King Lear”.

409. Charles Dickens “Oliver Twist” 20. Charlotte Bronte “Jane Eyre” 2nd year

410. Agatha Christie “The Mystery of Fireplaces”, stories

411. H.G. Wells “The Invisible Man”

412. Herman Melville “Moby Dick, or the White Whale”

413. Jerome David Salinger "The Catcher in the Rye"

414. Jerome K. Jerome "Three in a Boat and a Dog"

415. John Galsworthy “The Forsyte Saga”

416. John Milton "Paradise Lost"

417. John Ronald Reuel Tolkien "The Lord of the Rings"

418. George Bernard Shaw "Pygmalion"

419. Y. Mary Shelley “Frankenstein, or the Modern Prometheus” 11. Nathaniel Gotory “The Scarlet Letter” 12.0scar Wilde “The Picture of Dorian Gray”

420. Tennessee Williams "A Streetcar Named Desire"

421. William Golding "Lord of the Flies"

422. William Somerset Maugham “The Moon and the Penny”

423. Francis Scott Fitzgerald "The Great Gatsby"

424. Harper Lee “To Kill a Mockingbird” 18. Edgar Alan Poe stories 19. Emily Bronte “Wuthering Heights” 20. Ernest Hemingway “The Old Man and the Sea” 3rd year

425. H.G. Wells “The Time Machine”

426. Gilbert Keith Chesterton stories

427. Graham Greene "The Quiet American"

428. Jane Austen “Pride and Prejudice”

429. John Steinbeck "The Grapes of Wrath"

430. Jonathan Swift "Gulliver's Travels"

431. David Herbert Lawrence "Lady Chatterley's Lover", stories

432. Evelyn Waugh “A Fistful of Ashes”

433. Katherine Anne Porter “Ship of Fools” Y. O. Henry stories 11. Ralph Ellison “The Invisible Man” 12. Richard Brisley Sheridan “The School of Scandal” 1 Z. Richard Aldington “Death of a Hero”

434. Theodore Dreiser “American Tragedy”

According to F. Dostoevsky, “language is the people.” The famous French writer A. Camus declared: “My homeland is the French language.”

Language is the main instrument of knowledge and mastery of the outside world. He also performs the main means of communication between people. Equally, language makes it possible to get to know other cultures.

Being inseparable from national cultures, languages go along with them through the same vicissitudes of fate. Therefore, starting from the New Age, as the world was redivided into spheres of influence, many languages of ethnic groups and peoples who fell into colonial and other dependence found themselves increasingly squeezed out of the historical scene.

These days, this situation has become even more complex. If in the past the problem of survival concerned mainly the languages of dependent and backward countries and peoples, now it also affects developed European countries. This is caused by the growing expansion of the English (American) language, which is increasingly becoming a universal means of communication. For this reason, mixed, hybrid languages arise, an example of which is the so-called “Frangle” or “Frenchlish”, which is a bizarre mixture of French and English.

In this case, of course, it is not only the language that suffers, but the entire national culture, which in its own country becomes unimportant and secondary. What is happening is what Western theorists call "folklorization" European cultures, when they begin to take the place of folklore, become local exotics. He is experiencing the current situation in a particularly acute and painful way. France, which for three centuries - from the mid-17th to the mid-20th century. - was rightfully considered the first cultural power, and its language occupied a special, privileged place. However, by the middle of this century, the situation of the French language and culture is significantly deteriorating. In contrast to this, an international movement of francophonie is emerging, the main goal of which is the protection, preservation and dissemination of the French language and culture.

In the history of Western Europe, French was the third language that managed to become a universal language of international communication. Before him, only Greek and Latin achieved this status. Around the 10th century. The French language is beginning to become more and more equal in meaning to Latin. Since the 17th century. it spreads throughout the world, and with it French culture, the influence of which in the 18th century. reaches unprecedented strength. The entire enlightened elite of Europe and America, including Russia, speaks and reads French. For society ladies, knowledge of the French language and playing the harpsichord is considered mandatory in all countries.

The expression “French Europe,” coined by the Italian diplomat Caraccioli, is quickly becoming generally accepted. Period from 1889 to 1914 is considered the golden age of the expansion of French culture to all countries and continents. Paris becomes the capital of world art. Many creators accept the well-known formula, according to which every artist has two homelands: one is his own, and the other is Paris.

However, in the 20th century. Fortune turns away from the French language. Already in 1918, with the signing of the Treaty of Versailles, it lost its monopoly of being the only language of international diplomacy. Even more serious losses were caused by the unfavorable results of the Second World War for France. Began in the late 1950s. the process of collapse of the colonial system worsened the situation. as many former French colonies abandoned the French language.

The French language lost its privileged place to English (American). It is under such conditions that Francophonie. It currently covers more than 50 countries and has adherents on all five continents. Although its objectives are the protection, preservation and prosperity of the French language and culture, it does not claim to restore their former priority. Equally, it does not challenge the established primacy of the English language, but opposes its complete dominance, against its displacement of other languages. Francophonie stands for the preservation and development of all languages and cultures, for their fruitful coexistence and mutual enrichment.

However, objectively, the languages of small ethnic groups and peoples are in an even more difficult situation. For them, it is no longer bilingualism, but rather multilingualism, that is becoming the only way out of the linguistic situation emerging in the modern world.

Exploring the meaning of language in culture

Each local is formed in specific historical and natural conditions and will create its own picture of the world, its own image of man and its own language of communication. Each culture has its own language system, with the help of which its speakers communicate with each other, but this is not the only purpose and role of language in culture. Outside of language, culture is simply impossible, since language forms the entire foundation, the internal basis. Through language, people convey and record symbols, norms, customs, transmit information, scientific knowledge and behavior patterns, beliefs, ideas, feelings, values, attitudes. This is how socialization occurs, which is expressed in the assimilation of cultural norms and the development of social roles, without which a person cannot live in society. Through language, coherence, harmony and stability are achieved in society.

The role of language in the processes of human communication has been the subject of scientific analysis since the beginning of modern times. It was studied by D. Vico, I. Herder, W. Humboldt and others, thereby laying the foundations of linguistics. Today, language is also studied by psycholinguistics and sociolinguistics. The 20th century brought great strides in the study of language and verbal communication, when scientists connected language and culture.

Pioneers in the study of the connection between language and culture were the American cultural anthropologist F. Boas and the British social anthropologist B. Malinovsky. Boas pointed out this connection back in 1911, illustrating it by comparing the two cultures through their vocabulary. So, for most North Americans, snow is just a weather phenomenon and in their vocabulary this concept is denoted by only two words: “snow” (snow) and “slush” (slush), and in the Eskimo language there are more than 20 words describing snow in different states . From this it is clear what is important in each of these cultures.

A significant contribution to the understanding of the connection between language and culture was made by the famous linguistic hypothesis Sapir-Whorf, according to which language is not just a tool for reproducing thoughts, it itself shapes our thoughts, moreover, we see the world the way we speak. To arrive at this idea, scientists analyzed not the composition of different languages, but their structures (European languages and the Hopi language). For example, it was found that in the Hopi language there is no division into past, present and future tense; and the English sentence “He stayed ten days” corresponds in Hopi to the sentence “He stayed until the eleventh day.” Using examples of this type, Whorf explains the connection between culture and language.

The importance of the Sapir-Whorf hypothesis should not be exaggerated: ultimately, the content of a person’s thoughts and ideas is determined by their subject. A person is able to live in the real world precisely because life experience forces him to correct errors of perception and thinking when they come into conflict. Therefore, culture lives and develops in a “linguistic shell”, and it is not the “shell” that dictates the content of culture. But the role of the connection between language, thinking and culture should not be underestimated. It is language that serves as the basis for the picture of the world that every person develops and puts in order many objects and phenomena observed in the world around us. Any object or phenomenon is accessible to a person only when it has a name. Otherwise, they simply do not exist for us. By giving them a name, a person includes a new concept in the network of concepts that exists in his mind, in other words, he introduces a new element into the existing picture of the world. We can say that language is not only a means of communication or a stirrer of emotions. Each language not only reflects the world, but builds an ideal world in the human mind, constructs reality. Therefore, language and worldview are inextricably linked.

In cultural literature meaning of language most often assessed as:

a mirror of culture, which reflects not only the real world around a person, but also the mentality of the people, their national character, traditions, customs, morality, system of norms and values, picture of the world;
a pantry, a treasury of culture, since all the knowledge, skills, material and spiritual values accumulated by the people are stored in their language system - folklore, books, oral and written speech;
a carrier of culture, since it is through language that it is passed on from generation to generation. Children in the process of culture, mastering their native language, together with it master the generalized experience of previous generations;
a cultural instrument that shapes the personality of a person who, through language, perceives the mentality, traditions and customs of his people, as well as a specific cultural image of the world.

In addition, the language:

facilitates human adaptation to environmental conditions;
helps to correctly evaluate objects, phenomena and their relationships, promotes the identification of objects in the surrounding world, their classification and the organization of information about it;
promotes the organization and coordination of human activity.

Culture is transmitted through language, the ability to which distinguishes man from all other creatures. Thanks to language, culture is possible as the accumulation and accumulation of knowledge, as well as its transfer from the past to the future. Therefore, man, unlike animals, does not begin his development anew in each subsequent generation. If he did not possess any skills and abilities, his behavior would be regulated by instincts, and he himself practically did not stand out from other animals. It can be argued that language is at the same time a product of culture, and its important component, and a condition of its existence.

This also means that between language and the real world there is a person - a native speaker of language and culture. It is he who realizes and perceives the world through the senses, and creates his own ideas about the world on this basis. They, in turn, are rationally comprehended in concepts, judgments and conclusions that can be conveyed to other people. Consequently, thinking stands between the real world and language.

The word reflects not the object or phenomenon of the surrounding world itself, but how a person sees it, through the prism of the picture of the world that exists in his mind and which is determined by his culture. The consciousness of each person is formed both under the influence of his individual experience, and as a result, during which he masters the experience of previous generations. We can say that language is not a mirror that accurately reflects everything around us, but a prism through which we look at the world and which is different in every culture. Language, thinking and culture are so closely interconnected that they practically form a single whole and cannot function without each other.

The path from the real world to the concept and the expression of this concept in words varies among different peoples, being determined by natural, climatic conditions, as well as the social environment. Due to these circumstances, each nation has its own history, its own cultural and linguistic picture of the world. At the same time, the cultural picture of the world is always richer than the linguistic one. But it is in language that the cultural picture of the world is realized, verbalized, stored and transmitted from generation to generation.

In this process, words are not just names of objects and phenomena, but a fragment of reality, passed through the prism of the cultural picture of the world and, thanks to this, acquiring specific features inherent in a given people. Therefore, where a Russian person sees two colors - blue and cyan, an Englishman sees only one color - blue, although both look at the same part of the spectrum, i.e. language imposes a certain vision of the world on a person. The same fragment of reality, the same concept has different forms of linguistic expression in different languages. Therefore, when studying a foreign language, the words of this language, the student gets acquainted with an element of someone else’s picture of the world and tries to combine it with his picture of the world, given by his native language. This is one of the main difficulties in learning a foreign language.

Linguistic practice shows that language is not a mechanical appendage of any culture, since in this case the potential of the language would be limited to the framework of only one culture and the language could not be used in intercultural communication. In fact, one of the leading properties of language is its universality, which allows a person to use language as a means of communication in all potentially possible communication situations, including in relation to other cultures.

Most problems arise when translating information from one language to another. Obviously, an absolutely accurate translation is impossible due to different pictures of the world created by different languages. The most common case of linguistic inconsistency is the absence of an exact equivalent to express a particular concept and even the absence of the concept itself. This is because the concepts or things denoted by such terms are unique to a given culture, are not found in other cultures, and therefore do not have terms to express them. Thus, in the Russian language there are no concepts of “ale” or “whiskey”, which means there are no corresponding words in the Russian language. At the same time, there are no words in English for pancakes, borscht, vodka, etc. If necessary, such concepts are expressed using borrowings. There are not very many non-lexical borrowings in the lexicon of any language (usually no more than 6-7%).

Perhaps the most difficult situations in intercultural communication are situations when the same concept is expressed differently - excessively or insufficiently - in different languages (remember our example with color in Russians and English). The problem is that the meaning of a word is not limited to the lexical concept (denotation of the word), but largely depends on its lexical-phraseological compatibility and connotation - the cultural understanding of the people about certain objects and phenomena of reality. A complete coincidence of the named aspects of a word is practically impossible, and therefore it is impossible to translate words only with the help of a dictionary, which gives a long list of possible meanings of the word being translated. When studying a foreign language and using it in communication, you should memorize and use words not individually, according to their meanings, but in natural, most stable combinations inherent in a given language.

For example, “victory” can only be “won”, “role” - “play”, “meaning” - “have”. Russian “strong tea” in English will be “strong tea”, and “heavy rain” will be “heavy rain”. These examples of lexical and phraseological compatibility of words, natural and familiar in the native language, will be incomprehensible to a foreigner (if he translates them using a dictionary).

In addition, there is a problem of inconsistency between the cultural ideas of different peoples about certain objects and phenomena of reality, which are indicated by equivalent words of these languages (connotation). For example, the phrase “green eyes” in Russian is very poetic, suggesting witchcraft eyes. But its same phrase in English (green eyes) serves as a figurative synonym for the feelings of envy and jealousy, which W. Shakespeare called the “green-eyed monster” in the tragedy “Othello”.

The word as a unit of language correlates with the designated object or phenomenon of the real world. However, in different cultures this correspondence may be different, since these objects or phenomena themselves and cultural ideas about them may be different. For example, the English term “house” differs from the Russian concept of “house”. For us, home means a place of residence, a place of work, any building and institution. For an Englishman, the concept of “house” means only a building or structure, and home is conveyed by the word “home”. This means that in Russian the concept of “house” is broader than the concept of “house” in English.

Currently, the generally accepted point of view is that the culture and language of every nation contains both universal and national components. Universal meanings, equally understood by all people in the world or representatives of individual cultures, create the basis for intercultural communication; without them, intercultural understanding would be impossible in principle. At the same time, in any culture there are specific cultural meanings enshrined in language, moral norms, beliefs, behavioral characteristics, etc. The connection between language, thinking and culture demonstrated above is part of the concept developed in the 20th century. semiotic approach to culture, considering culture as a set of signs and texts.

Characteristics of the concept of “linguistic culture”

Being the most important means of human communication and therefore social and national in nature, language unites people, regulates their interpersonal and social interactions, and coordinates their practical activities. Language ensures the accumulation, storage and reproduction of information that is the result of the historical experience of the people and each individual individually, and forms individual and social consciousness.

In general, the basis of culture is language. Language is a universal semiotic system, because all signs, including the signs of the language itself, words, are assigned through words. Language equally relates to spiritual, physical and material culture - as a verbal and mental activity, as a system of names and as a set of word works - manuscripts, printed books, recordings of oral speech on various types of physical media. Any human work or natural phenomenon can be understood, comprehended and described exclusively through words. But the language itself develops as culture develops - as a tool for cognition and organization of people’s activities.

Linguistic culture is understood as a certain level of language development, reflecting the accepted literary norms of a given language, the correct and adequate use of linguistic units, linguistic means,

which contributes to the accumulation and preservation of language experience.

The language of society and the language of an individual are reflections of culture and are considered indicators of the level of culture of any nation.

Linguistic culture forms the general culture of any society, contributes to its development, establishes a person’s place in society, contributes to the formation and organization of his life and communicative experience.

Currently, when the requirements for any specialist, regardless of his field of activity, are increasing, the demand for an educated person with a certain cultural level and linguistic-cultural competence is increasing.

Having linguistic units and linguistic means in his arsenal, having the skills to use and apply them, he becomes more competent in the selection and use of linguistic means and in improving his linguistic culture, and therefore the general culture as a whole.

The most important properties of language are nominativity, predicativity, articulation, recursiveness, and dialogicity.

Nominativity consists in the fact that the basic unit of language - the word - designates or names an object, the image of which is contained in the human soul. The subject of designation can be a thing, event, action, state, relationship, etc.

Predicativity is the property of language to express and communicate thoughts.

A thought is an idea of the connections between objects or images, containing a judgment. In a judgment there is a subject - what we think about, a predicate - what we think about the subject, and a connective - how we think about the relationship between the subject and the predicate. For example, Ivan is walking, which means: Ivan (the subject of thought) is (the connective) walking (predicate).

Articulation is the property of a language to divide utterances into reproducible elements repeated in other utterances; Articulation is the basis of a language system in which word units contain common components and form classes, acting, in turn, as components of phrases and sentences.

Speech appears to us as an alternation of words and pauses. Each word can be separated by the speaker from the others. The word is recognized by the listener and identified with an image already existing in consciousness, in which sound and meaning are combined. Based on the unity of these images, we can understand words and reproduce them in speech.

Recursivity is the property of a language to form an infinite number of statements from a limited set of structural elements.

Every time we enter into a conversation, we create new utterances - the number of sentences is infinitely large. We also create new words, although more often we change the meanings of existing words in speech. And yet we understand each other.

Dialogue and monologue of speech. Speech is the implementation and communication of thoughts based on the language system. Speech is divided into internal and external. Inner speech is the implementation of thinking in linguistic form. External speech represents communication. The unit of speech is the utterance - a message of a completed thought expressed and organized by means of language. The statement can be simple (minimal) and complex. The linguistic form of a minimal statement is a sentence. Therefore, a minimal utterance can contain either one simple or complex sentence (for example: “The truth is one, but false deviations from it are countless”), or an interjection as a special part of speech that expresses the speaker’s attitude to the subject of thought and fills the physical place of the sentence in the utterance (for example: "Alas!"). Complex statements include simple ones, but are not reduced to them.

However, language is a very broad and multidimensional concept, the property of the entire society, and only a person with a high linguistic culture will be able to convey all its beauty, diversity and meaning to subsequent generations.

Most scientists dealing with issues of social education at the present stage do not mention the linguistic culture of the individual as an instrument of social education, although it is precisely this that makes it possible for people to communicate effectively in order to convey positive social experience.

Linguistic culture presupposes:

1) mastery of cultural and speech norms of the language;

2) the ability to competently and correctly select linguistic means depending on the tasks of communication;

3) mastery of oral and written genres of texts of various styles;

4) mastery of all genres of speech necessary for successful learning and research activities;

5) skills of speech behavior in a professionally oriented communication situation;

6) availability of public speaking skills, which presupposes mastery of oratory;

7) the ability to conduct a dialogue with maximum consideration of the addressee’s factor.

Linguistic culture in the process of socialization of the individual is formed on the basis of the appropriation by a specific person of all the linguistic wealth created by his predecessors, but not without the help of various techniques. Work in groups, project activities, role-playing or business games, discussions, disputes help create an active communicative environment that contributes to the development of the individual’s linguistic culture. These same forms help to shape the cultural and value orientations of people, since they imply their active interaction with each other and with the educator/teacher, demanding tolerance from those communicating in a universal and moral sense.

Linguistic culture manifests itself at the verbal-semantic (invariant) level, reflecting the degree of language proficiency as a whole; pragmatic, which identifies the characteristics, motives and goals driving the development of linguistic culture; cognitive, on which the actualization and identification of knowledge and ideas inherent in a particular society takes place.

The structure of linguistic culture consists of four modules:

Need-motivational (need and motivation when learning state languages);

Emotional-value (emotionality of language perception, value orientation);

Cognitive (linguistic erudition);

Activity (ethical and communicative qualities of speech, speech creativity, linguistic self-development).

Based on the analysis of the functions of language, nine functions of linguistic culture are identified:

Communicative;

Axiological;

Epistemological;

Educating;

Developmental;

Normative and regulatory;

Reflective-corrective;

Evaluation and diagnostic;

Prognostic functions.

So, we understand linguistic culture as a complex integrative quality of personality, presupposing a high level of development and self-development of linguistic knowledge, skills, creativity, as well as need-motivational and emotional-value spheres.

1) cultural component - the level of mastery of culture as an effective means of increasing interest in the language as a whole. Knowledge of the rules of speech and non-speech behavior contributes to the formation of skills for adequate use and effective influence on a communication partner;

2) the value-ideological component of the content of education - a system of values and life meanings. In this case, language provides an initial and in-depth view of the world, forms that linguistic image of the world and the hierarchy of spiritual ideas that underlie the formation of national consciousness and are realized in the course of linguistic dialogue communication;

3) personal component - that individual, deep-seated thing that exists in every person and that manifests itself through an internal attitude to language, as well as through the formation of personal linguistic meanings.

Thus, based on the above, it can be argued that linguistic culture is an instrument for the development and improvement of a “person of culture”, ready and capable of self-realization in modern society.

In most cases, linguistic culture is compared with speech culture.

What is speech culture?

Speech culture is a concept widespread in Soviet and Russian linguistics of the 20th century, combining mastery of the linguistic norms of oral and written language, as well as “the ability to use expressive language means in different communication conditions.” The same phrase denotes a linguistic discipline that deals with defining the boundaries of cultural (in the above sense) speech behavior, developing normative aids, and promoting language norms and expressive language means.

The terms and concepts “speech” and “language” are closely related and interact with the terms and concepts “speech activity”, “text”, “content (meaning) of the text”. Therefore, it is advisable to consider language and speech not only in relation to each other, but also in relation to speech reality, the text and the meaning of the text.

Language is a symbolic mechanism of communication; a set and system of symbolic units of communication in abstraction from the variety of specific statements of individual people;

Speech is a sequence of language signs, organized according to its laws and in accordance with the needs of the information expressed;

Apparently from the difference between these terms and concepts it follows that we can talk not only about the culture of speech, but also about the culture of language. The culture of a language will turn out to be nothing more than the degree of development and richness of its vocabulary and syntax, the refinement of its semantics, the diversity and flexibility of its intonation, etc. The culture of speech is, as was said earlier, the totality and system of its communicative qualities, and the perfection of each of them will depend on various conditions, which will include the culture of the language, and the ease of speech activity, and semantic tasks, and opportunities text.

The richer the language system, the greater the opportunity to vary speech structures, providing the best conditions for communicative speech influence. The more extensive and free a person’s speech skills are, the better, other things being equal, he “finishes” his speech, its qualities - correctness, accuracy, expressiveness, etc. The richer and more complex the semantic tasks of the text, the greater the demands he places on speech, and, responding to these demands, speech acquires greater complexity, flexibility and diversity.

The culture of speech, in addition to normative stylistics, includes the regulation of “those speech phenomena and spheres that are not yet included in the canon of literary speech and the system of literary norms” - that is, all everyday written and oral communication, including such forms as vernacular, various kinds of jargon and so on.

In other linguistic traditions (European, American), the problem of standardizing colloquial speech (manuals like “how to speak”) is not isolated from normative stylistics, and the concept of “speech culture”, accordingly, is not used. In the linguistics of Eastern European countries, which experienced the influence of Soviet linguistics in the second half of the 20th century, the concept of “language culture” was mainly used.

The culture of speech in the understanding of leading Soviet theorists implies not only a theoretical discipline, but also a certain language policy, propaganda of language norms: not only linguists, but also teachers, writers, and “wide circles of the public” play a decisive role in it.

language culture punctuation text

Now, in post-perestroika Russia, slang is popular, the inappropriate use of foreign words, jargons of various stripes. This, of course, is all understandable. After all, who began to dominate our country after the collapse of the USSR? Organized crime world. It has its own structure, it has its own language.

And elements of this language, as the dominant culture, naturally began to occupy a dominant place. By the way, there is nothing unusual about this. This has happened at all times and among all peoples - the way of life, the culture of the core of the country spreads to the entire periphery, implanting its own language.

However, there is a downside to this pattern: language, being a means of communication, can attract culture like a magnet. Therefore, the following work needs to be done: try to raise the prestige of the “high” style, make it a distinctive feature of a successful person.

Correct, balanced speech should become the norm in society. Moreover, cultural speech should be mandatory and necessary for the majority. Then, of course, such a linguistic culture will pull along with it the most appropriate layer of society. And he will take a dominant position.

In this case, unfortunately, this does not happen with us. From all sides: from newspapers, radio, television and even the Internet, a person is bombarded with examples of the use of words of low culture, and such a perverted, mutated situation with our great and powerful language in the past is already perceived, as a rule, as a worthy renewal by new trends in life. But let's figure out where the tops are and where the roots are and let's not confuse cause and effect.

For example, let's take action-packed films, which, due to their exciting nature, have a direct impact on people's minds. And what do they see? Thieves, murderers, drunken cops live bright, exciting lives. The word uttered by the hero of the film immediately becomes on everyone’s lips, sprouting like a rich harvest among the masses.

For example, let's look at the influence of the film "Interdevochka", which many have seen. Despite the complexity and tragedy of the fate of the main character, her life was presented as an exciting adventure, full of romance, a stellar rise above the ordinary, dull life of ordinary people.

And immediately the activity of a currency prostitute became prestigious for many. Do you understand what happened? One film has made paneling a tempting and promising pastime in the country. Sociological surveys of girls conducted soon showed that most of them dreamed of becoming prostitutes.

Indeed, the topic itself is relevant. Bandits and all other evil spirits are currently sweeping the country. Of course, we need to talk about this, and talk loudly so that everyone can hear it, but not in laudatory tones, thereby promoting such a way of life. But it is necessary, while showing this scum, to immediately demonstrate the other side of their life, to present it as the antithesis of the normal layer of society, which is structured and speaks differently.

It is necessary to make it prestigious and significant, primarily through the same media, and then people will have a desire to speak and live according to such a standard for the development of society. Why, for example, don’t talented artists star in an exciting film, where the main character will be an intelligent person who speaks beautifully and correctly. And in this way you can raise the importance of high, pure speech in people.

In this natural way, the wave of cultural speech will begin to rise, and to consolidate such a surge, a law regulating the use of linguistic means can be adopted. Because such a law adopted now will not work, because it is foreign, alien to the current state of affairs, and has no basis.

First you need to raise a wave of desire among the people, and then pass a law, which only then will work constructively. This is how you can solve this issue, which now seems insoluble to many, even highly educated people.

Unfortunately, the current musical culture does not support the linguistic one. And the point is not that many fashionable musical trends, such as rock, pop and rap, are spoiled by low-grade imitations of something great. That's not the point. It is very important what lyrics go with this music. What do we hear?

“...Vanka-basin, I-you, aha-aha...” - that is, monstrously unconstructive, some kind of wild cries. And they, presented in a fashionable topic, impose a trend of such meaningless words, conversations without ideas, not connected by meaning. Not only that: such careless slang becomes prestigious.

A set of word-symbols that cannot form a coherent speech has become an indicator of the elite, some distinctive feature of bohemia, standing above mere mortals.

Many people, especially young people, do not notice that the intelligentsia - this immune system of society - is itself already infected with cadaveric poison that has risen from the murky prison lowlands and they begin to see hallucinations that prevent them from figuring out where the truth is and where the lies are.

Well, why not write lyrics for the same rock or rap on a cultural level, so that the theme presented has a high syllable, so that the song is pleasant and well received by listeners? All this will shape the taste of the younger generation, on whom the future of the country depends.

After all, now young people are decomposing on these meaningless clips. The basis of a thoughtless existence is fixed in their minds, and it shapes their lifestyle, distorting moral values. So, very simply, we ourselves are creating a big problem for ourselves, which we can no longer cope with using forceful operational methods.

By raising the culture of language, we raise the general culture of behavior, and therefore our standard of living. By omitting the culture of language, we trample universal human norms of communication into the mud and thereby reduce our standard of living. It is not surprising that the prestige of our country in the international arena is falling.

Why should he rise up, if even our intelligentsia often speaks like an ordinary cook?