БҚМУ Хабаршы №1-2019ж.
interpret culture-relevant information when solving problems of interpersonal
interaction [8].
According to academician S.S. Kunabayeva the linguocultural competence is a
subcompetence of intercultural-communicative competence. The linguocultural
subcompetence forms student’s primary conceptualization of the world on the basis of
their own culture. It is a linguocultural reflection of one’s national language
consciousness and mentality and it is the basis upon which an eventual
“reconceptualization” will occur during the transition to a foreign language [9, р. 110].
Agreeing with S.S. Kunanbayeva, we define linguocultural competence as
ability and readiness for adequate mutual understanding and interaction with
representatives of another linguistic society based on mastery of knowledge about the
world, reflected in units of language and forming cognitive foundation of
communication [9, р. 110].
The problem of intercultural learning in the system of the modern educational
process in the field of teaching a foreign language is becoming one of the highest
value-targeted priorities in the field of education. Today, in higher education
institutions, the problem of multicultural education is central, with a person with
multilingual and multicultural competence, in other words, the linguocultural
competence, usually developed on the basis of three languages and cultures: native and
two non-native. The study of national culture as the basis for the formation of cultural
linguistic competence is related to the fact that understanding and perception of the
modern world in all its diversity, awareness of the need for intercultural
communication as a fundamental principle of coexistence in it is possible only if one
realizes one’s own individuality and forms national identity.
The development of the linguocultural competence of the future teacher of a
foreign language is a process of learning the culture of the target language.
As is known, linguoculturology is a modern science in which the relationship of
language with culture, language phenomena, knowledge of the culture of the studied
language are considered. Culture is an integral part, the basic component in the
framework of the existence of mankind, linguocultural society, collective, as well as
the individual as a whole.
Language learning is a necessary component in the educational process. It is
well known that knowledge of a language, i.e. knowledge of the inner side of the
language does not imply sociocultural personality growth, an adequate attitude towards
the people, culture of the target language. It is necessary to take into account that in the
process of learning a language the basic element is the study of the external side of the
language, i.e. knowledge of the culture of the target language.
The linguocultural competence is foundation for successful communication, for
readiness of the student to adequate intercultural communication. It is necessary to
develop a methodical system, a method of stepwise modeling of the learning process,
which is based on the background knowledge of the target language in stages and
structural organization of learning for formation of the linguocultural competence of a
future foreign language teacher.
When learning a foreign language, mastering the linguocultural competence is
not only mandatory, but also a prerequisite for overcoming cultural barriers in oral and
written communication, as well as in analytical work with authentic sources of
information. When studying the linguocultural competence, as A.L. Berdichevsky says,
both cultures (native and the culture of the country of the studied language) play an
important role, therefore, in the process of this interaction, cultural distances and
convergences can be observed, and the third result is the emergence of a third culture in
the student's mind, thanks to which students will be able to understand the cultural-
national mentality speakers of studied foreign language being, expressed in linguistic
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