БҚМУ Хабаршы №1-2019ж.
Linguocultural competence provides understanding of similarities and
differences between culture of the native country and the country of the target
language. However, in the process of perception of foreign speech, there are problems
associated with lack of understanding of cultural facts. Developed linguocultural
competence will allow future foreign languages teachers to overcome language and
cultural barriers, to become competent “intermediators of intercultural
communication”.
The “intermediator of intercultural communication” is able to interact in the
global space, using knowledge of the language and culture of communication partners
as a basis for mutual understanding and cooperation.
At the present stage of development of society, the problem of adequate mutual
understanding in the process of intercultural communication acquires special relevance
in connection with new trends in social development: the expansion of sociopolitical,
socio-economic and cultural ties between peoples, the growth of direct contacts with
representatives of other cultures in the everyday and professional sphere and
development of modern information technology. As a result of these processes, the
mutual understanding of peoples and the awareness of global, universal problems
should grow.
The ideas of humanization and humanitarization of education are supported by
representatives of various branches of knowledge - philosophers, culturologists,
linguists, teachers, methodologists who talk about the need for students to develop a
common culture and the ability to reflect, self-comprehend and develop human values
and prepare themselves for intercultural communication, for a dialogue of cultures
(A.C. Akhiezer, N.V. Baryshnikov, AL. Berdichevsky, AB Vartanov, V.V. Vorobev,
N.D. Galskova, T.A. Dmitreko, G.V. Elizarova, B.S. Erasov, N.F. Koryakovtseva,
V.A. Maslova, A.A. Mirolyubov, A.M. Novikov, T.N. Oizerman, V.V. Oshchepkova,
E.I. Passov, Yu. E. Prokhorov, V.V. Safonova, E.H. Solovova, P.V. Sysoev, S.G. Ter-
Minasova, etc.).
The task of preparing for real communication with representatives of other
cultures requires revision of the goals of foreign languages learning. Today, the
strategic goal in the language learning process is to develop an intermediator of
intercultural communication, possessing intercultural competence and able to achieve
the desired result based on mutual understanding and social interaction at the
international level.
In this regard, the problem of professional training of future teachers of a foreign
language is especially actualized, since the level of the culture of their students depends
on the level of their general and professional pedagogical culture. At the present stage,
a foreign language teacher should have a developed intercultural competence that will
allow them to go beyond their culture and without losing their own cultural identity, act
as a mediator of cultures, which is understood as such a secondary linguistic person
who learned through learning a foreign language specific features of the native and
studied cultures, as well as features of their interaction [1].
Improving the quality of professional training requires purposefully teaching
students of the language faculty the ability to understand and analyze the culture of
another people, their inner world and psychology, spiritual values and objects of
national pride, history, folklore, literature, etc.
The study of cultural phenomena associated with a different language
environment is absolutely necessary in order to communicate effectively. In addition,
familiarity with another culture helps to better understand the specifics of their own
native culture and the peculiarity of the native language. For effective communication
in both formal and informal settings, communication participants must possess not only
a common set of language units and be able to use them, but also have a general
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