БҚМУ Хабаршы №1-2019ж.
contributes to the development of skills in interpreting the communicative behavior of
members of other social communities in accordance with their cultural traditions.
National communities and individuals influence the surrounding space and
language, model it on the basis of linguistic culture and linguo-ideology, which are
distinguished by resistance in each ethnic group. Linguocultures are a collection of
cultural and language units and are the main unit of description in linguocultural
analysis. V.V. Vorobyev defines a linguistic culture as a complex inter-level unit,
synthesizing the phenomena of language and culture, the interrelation of linguistic and
extralinguistic content, and the mutual transition from one to another [5, р. 27].
In comparison with the “word” “lingvokulturema” is more difficult meaningful.
In its structure, linguistic meaning, an extra-linguistic environment (reality) and a
cultural aura of the word (associations from the phenomenon of culture) are
distinguished.
V.V. Vorobiev formulated the main features of the linguoculture microframes
[5, р. 28]:
1) express the name;
2) have a structure;
3) are combined by the nature of the sources.
A ligvoculturema can be represented by a lexeme (word), phrase, paragraph, or
several sentences, text, or poem and gets a concrete realization in the content.
The depth of understanding of the content of the linguistic culture (cultural half
of the word) depends on the degree of formation of the linguocultural competence. The
linguocultural competence, defined by a cultural society, its heritage, framed by a
language field (content), can be considered as a functional model.
From the point of view of the cognitive approach, V.V. Vorobiev proposes to
consider the linguoculture as a special microframe - a block of knowledge about
culture, represented by a language form, familiar with lexical meaning. The cognitive
component of the linguistic culture forms the basis of its meaning, and the construction
of the linguocultural field helps to reveal and understand the entire system of the
linguistic culture of its components as microframes [5, р. 59].
The multilevel structure of a lingvoculture with values that are close in meaning,
and representing a system of concepts as a synthesis of the general particular and the
individual, is called a linguocultural field. Building a linguocultural field allows
students to get acquainted with the monuments and fragments of culture. Different
types of words contain linguocultural information: toponyms, colloquial names of
everyday realities, jargon, paremias, patterns of street rhetoric, onyms, phraseological
units. V.M. Shaclein draws attention to the fact that for a foreign addressee to correctly
understand the meaning of a lingual culture when interpreting its vocabulary, it is
necessary to take into account the relevant cultural traditions of the language being
studied [18].
The compilation of linguocultural field occurs as a result of finding the names of
carriers of the values of linguoculturema, identifying common and distinctive features
in their semantic content and constructing a “verbal mosaic” whose elements are
connected by logical-semantic chains.
Linguocultural competence should be considered as a mandatory component of
foreign language teaching in the system of higher professional education. A foreign
language is an expression of cultural values, introduces the history of the country, its
linguistic and cultural traditions. A student studying a foreign language perceives the
image of another country as a system of a different vision of the world, which reflects
specific national elements of behavior, speech etiquette, spiritual values, entrenched in
the originality of culture, literary heritage and communication.
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