БҚМУ Хабаршы №1-2019ж.
signs, will be able to overcome language barriers and expand the possibilities of
professional, personal and intellectual self-development [10].
In the process of foreign language learning, it is necessary to identify and
explain to students the connection between culture and language, demonstrate
examples of this interaction, form the ability to find culturally-labeled units in texts
(paroimyas, idioms, toponyms, metaphors, etc.), that is, to teach students to perceive
the language in its oral and written form “as the phenomenal aspects of the philosophy,
history, and spiritual culture of a nation as a whole” compressed for centuries [11].
In this regard, the problem of teaching students of analytical activities aimed at
identifying and understanding culturally marked units and cultural information from
foreign language texts, one of the obstacles in understanding which is the presence of
linguistic culture, linguistic units.
Representation of linguocultural units reflecting image of a foreign language,
culture of its speakers, palette of a foreign-language society can be observed in small-
scale artistic works. Analysis of the data available in literary studies and
linguodidactics shows that context of the foreign culture is most clearly manifested in
small prosaic forms, particularly in short stories. Novels are characterized by utmost
brevity, combination of everyday life and unrealistic situations, a description of a
single event, a compressed intense storyline, attention to detail, a description of
people's private life and, therefore, as a cultural phenomenon, they have a rich
linguodidactic potential. Based on this, we believe that the novels are an effective
means of forming linguocultural competence in the process of learning a foreign
language, but their selection should be determined by didactic and methodical
expediency, informational and linguocultural value. The texts of the novels are defined
by us as a linguistic-cultural phenomenon that expresses in verbal-graphic form the
lexical-semantic and national-cultural specificity of a certain linguistic community.
Reconsideration of the complex of issues related to the content of the
linguocultural competence in the process of studying a foreign language based on the
linguistic-cultural and competence-based approaches actualizes the research on the
content of the linguocultural competence. The content of the linguocultural competence
when working with texts in order to identify cultural connotations, in our opinion,
includes cognitive-developing skills, analytical-reflexive and axiological skills, and
creative-modeling skills. The set of these structural and functional elements provides
substantive and procedural-activity aspects, focused on the achievement of the final
result - the development of the level of competence that allows our student to actively
interact at the intercultural level.
A.Garaeva defines the notion of the linguocultural competence as ability and
willingness to adequate understanding and interaction with the representatives of other
linguocultural societies based on the acquisition of knowledge about the world,
reflected in terms of language and it forms the foundation of cognitive communication.
The linguocultural competence is one of the basic components of communicative
competence, formation of which is the main goal of teaching foreign languages at the
present stage. The content of the linguocultural competence includes cognitive and
communicative components. A set of these components ensures major activities of this
model which is aimed at achieving a final goal resulting in formation of the level of
competence which will enable students to interact in multicultural society. The model
of linguocultural competence contains interconnected components aimed at achieving
the final result. It can be called "cognitive-communicative linguocultural unity",
namely:
- Cognitive-conceptual
- Conceptual accumulating
- Linguocultural-integrative
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