БҚМУ Хабаршы №1-2019ж.
- stimulate situations of intercultural dialogue on the basis of pragmatic
information text;
- predict the consequences of the actions proposed in the texts;
- conduct a free conversation about the information contained in a pragmatic
text;
- free use of linguocultural units in various situations of intercultural
communication [12].
We believe that the linguocultural competence includes the following types of
skills necessary for working with texts in order to identify culturally-marked language
units:
1) Cognitive-conceptual stage of development of the linguocultural competence,
the target of which is the development of the knowledge component of the
linguocultural competence, serving as the basis for subsequent communication
activities. This type includes the following skills:
- finding, identifying and analyzing nationally-marked lexical units;
- analysis and understanding of the hidden meaning reflected in proverbs and
phraseological units;
- determination of causal relationships in the description of cultural phenomena
and facts reflected in the language;
2) Informational-accumulative stage supposes the following skills:
- accumulation of linguocultural information contained in the texts;
- discussion, commenting and evaluating the phenomena and facts of culture
expressed in the texts of short stories;
- accounting and analysis of cultural background, presented in artistic texts.
- identification and analysis of value attitudes, patterns and stereotypes of
behavior, norms and customs characteristic of the linguocultural paradigm and
communication strategy of the country of the studied language;
3) Pragmatic-representative stage of development of the linguocultural
competence includes the following skills:
- constructing a communicative situation based on vocabulary containing
cultural connotation;
- conducting dialogues and discussions with a view to discussing new linguistic
and cultural information and stereotypes of speech behavior;
- use of units with a national-cultural component of meaning in different
communicative situations.
For more detailed understanding of the specifics of linguocultural preparation of
students and the peculiarities of the formation of the linguocultural competence in the
process of interpretation by the linguistic culture in literary texts, let us turn to
linguocultural studies of domestic and foreign scientists (Vorob'ev V.V. [5];
Vorkachev S.G. [13]; Luchinina E.N. [14]; Maslova, V.A. [15]; Potebnya, A.A. [16];
Telia, V.N. [3] , Mayer G., 1996; Thimme Chr., 1995, etc.), describing the interrelation
of language and culture in their simultaneous interaction.
As a result of the analysis of linguocultural studies of domestic and foreign
scientists, M. Biriukova selected the following categories as the theoretical basis for
the development of the linguocultural competence when studying a foreign language:
- language picture of the world;
- linguocultural situation;
- lingvokulturema;
- linguocultural field [2].
Imagine the characteristics of each category.
A.A. Zaliznyak interprets the linguistic picture of the world as a historically
prevailing in the everyday consciousness of a given linguistic group and reflected in
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