Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 1

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  practice of teaching
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ФОРМИРОВАНИЕ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ-ИНОСТРАНЦЕВ ПРИ ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ

100%
Коньок О., Шевцова М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
363-373
EN
This paper considers the problem of forming socio-cultural competence in the practice of teaching Russian as a foreign language. The analysis of the main directions in the state of the art is made, and the lack of research on the role of socio-cultural competence in forming communication abilities of foreign students is brought up. Firstly, the difference between the terms «competence» and «capacity» is explained. The meaning and the scope of the notion of «socio-cultural competence» is defined, as well as its place among other competences in foreign language proficiency – linguistic (related to the language), socio-linguistic (related to the speech), social (pragmatic), strategic, discursive, thematic and intercultural. It is pointed out that socio-cultural component being the basis for forming the knowledge and the skills of communication behavior, constitutes a part of the content of national culture. A working definition of socio-cultural competence is taken as the one proposed by S. E. Balyutina, who defines it as a methodological construct that models the knowledge and the skills that lie in the basis of operation of national cultural elements of communication. Secondly, a model of the formation of socio-cultural competence in the process of teaching foreign languages is proposed; this model contains the following components: linguo-geographical, sociolinguistic, socio-psychological and culturo-logical. Thirdly, the main work trends while teaching the Russian language are defined, that mainly form logical socio-cultural knowledge and help to align behavior strategy while interacting with native speakers in accordance with their culture. On top of that, a teacher of Russian as a foreign language must use typical situations, communicational tasks, speech and lingual tools provided by native speakers (e.g. texts for listening comprehension and reading, including regional studies information; culture-specific and basic vocabulary; literary text to be informational resource about native speakers verbal and non-verbal behavior, their way of life and traditions). The ways of applying Russian and students’ native language proverbial funds while shaping socio-cultural competence are shown, using the Russian and Turkmen languages as an example. It is important to emphasize that proverbs are socio-cultural synopsis of peoples’ experience. They represent abundant material that the researchers should use to analyze its cognitive, cultorological and systematic aspect.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.