БҚМУ Хабаршы №1-2019ж.
understanding of the world. Every nation has a peculiar picture of the world that meets
its needs and is the result of its historical development. The specificity of the picture of
the world is closely interconnected with the originality of the structure of the language,
its expressive possibilities. In the XXI century the interaction of civilizations
intensified, the interpenetration of cultures occurs. Mass learning of foreign languages
makes it possible to lay solid foundations for human participation in the direct and
mediated dialogue of cultures.
Modern scientific education paradigm can be characterized as culturologically-
oriented. Educational standards of new generation take into account regional, national,
and ethno-cultural needs of Kazakhstani people and provide environment for
Kazakhstani identity formation in students, preservation and development of cultural
national and linguistic heritage, acquisition of its spiritual values and culture.
In modern methodology, language studies in the context of culture and a
language personality development with own culturological competence is developed by
researchers within the framework of linguistic and cultural studies (Ye.M.
Vereshchagin, V.G. Kostomarov), sociocultural (S.K. Miloslavskaya, V.V. Safonova)
and linguocultural (V.V. Vorobyov, V.P. Furmanova) approaches to foreign language
teaching; culturological (Ye.A Bystrova, L.A. Khodyakova) and linguocultural (N.L.
Mishatina, L.G. Sayakhova, R.G. Davletbayeva) approaches to Russian language
teaching; linguocultural approach to native (non-Russian) language teaching (L.Kh.
Samsitova), cognitive-linguocultural methodology (S. S. Kunanbayeva).
The problem of understanding and defining the linguocultural competence of
students is is considered in the works of scientists N. D. Galskova, D.I. Bashurina V.V.
Safonova, I.V. Kharchenkova, L.K. Sayakhova, A.V. Hetman, G.A. Kazhigalieva, S.R.
Dortman, and others [2].
To concretize the content of education in order to develop the linguocultural
competence, we turn to the definitions of this notion.
Analysis of the existing definitions of the linguocultural competence allows
drawing several conclusions. At the moment, we have found a large number of
definitions of the linguocultural competence notion. This is due to the complexity of
the very term “linguocultural competence”, which includes a number of components:
linguistics, cultural studies and competence. Each of the components of this term of
components is multidimensional, which gives rise to many definitions of linguocultural
competence.
Researchers V.I. Telia [3] and S.R. Dortman [4] define the linguocultural
competence as the ability to understand the cultural and national mentality of native
speakers, the national specifics of the linguistic picture of the world, the national and
cultural component of the meaning of linguistic units expressed in the cultural
semantics of linguistic signs. In this case, I.V. Kharchenkova and V.N. Telia indicate
that the linguocultural competence includes the ability to interpret language signs and
facts in the categories of a cultural code. Scientists V.V. Vorobiev [5], L.A. Koneva,
D.I. Bashurina [6], I.V. Kharchenkova agree and believe that the linguocultural
competence is a system of knowledge about culture and cultural values embodied in
the language.
Linguocultural competence is defined as a set of systematically organized
knowledge of culture embodied in language, readiness for axiological and semiotic
interpretation of linguistic and extralinguistic facts, as well as analytical and
communicative skills that are acquired in the process of acquaintance with the ethnic
and cultural values and conceptual sphere of the country of the studied language [7].
T.N. Guschina and M.V. Shanina define linguocultural competence as the ability
and readiness to interact with representatives of different cultures based on knowledge
of one's own and other linguistic cultures, as well as on the basis of the ability to
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