5.Современные методы преподавания./Педагогические  науки

Фёдорова М.Л., ст.преподаватель

Костанайский Государственный Университет им.А.Байтурсынова, Казахстан

Teaching intercultural communication at the foreign language lessons

The actual problem of high school foreign language teaching methodology is the problem of improving the speech of students, including speaking (monologue and dialogue speech) through the use of materials of national culture.

Textbooks that we use in class do not always contain the necessary cultural information or may not fully reflect the actual material due to the fact that it is rapidly becoming obsolete. There is a need to raise additional material related to the reality around us, reflecting events in our country and abroad, as well as national history material. Involving reflective material relationship with the real events helps to ensure that communication becomes motivated because learners willingly and with interest speak about what they are close to, experiencing satisfaction from the fact that they can speak a foreign language for events that concern them, about which they are knowledgeable. With interest the students perform, using modern information materials, multimedia presentations on such topics as "My home-Kazakhstan", "Towns and cities of Kazakhstan", "Kazakh people traditional names" "Kazakh people customs and traditions", etc.

Classes on "The practice of intercultural communication" provide many opportunities for the development of cross-cultural communication skills, because the main objective of this course is to increase intercultural competence as a combination of knowledge and skills to ensure the efficient flow of communication process between the representatives of different cultures.

For example in the classroom we use the textbook in the discipline, containing the texts representing both the elements of third cultures, and ethnic and cultural texts that contribute to the development of students' skills of English-language description of the various spheres of life of our society. Such topics are under consideration at the lessons: Our multicultural world; The map of the world; In brief about Kazakhstan; Early history;  First names; Town; Religion; Literature; Arts; Cuisine; Proverbs; National Mentality

Language is the most comprehensive indicator of culture. It is well known that the central figure of the communication process is an individual, and a tool, a means of communication is a language. And the stronger is the difference between languages and cultures, the more difficult to learn a foreign language as a medium of communication. Interethnic communication is implemented in an interconnected system of a Person - Language - Culture and it is comprehensive. Learning a language is impossible without studying the culture of native speakers, making it possible to expand the horizons, including in the field of cultural values of different peoples, compare, analyze them. It contributes to the development of tolerance towards people of other ethnic groups. It is essential that students should understand that the "most important thing is that people in a collision with other values and systems of behavior can better understand themselves" [Althen, 1975, р. 80].

A wide choice of material, in this context can be found in the English-speaking educational sites.Many interesting discussions on the topic of ethnic and cultural interaction can be found at the site www.bbclearningenglish.com

Thus, the students of the 4th year of a specialty Regional Studies in the classroom were offered to listen to and analyze a series of radio discussions on the issue of inter-ethnic communication, "Who on Earth are we?" and later on the basis of what they listened, they were given a task to conduct a role-play of the same name. The students spoke on behalf of the characters, members of real debate. These tasks help to develop the skills of listening, reading, speaking and allow students to get acquainted with the point of view on the issue of inter-ethnic relations of the leading international experts. Since this topic is relevant all over the world for discussion with the aim of drawing attention to the issue of cultural diversity and the need for intercultural tolerance in the classroom videos of relevant content are shown, followed by a discussion , intergroup dialogues, group discussions, role-playing games. Students may discuss such questions as: What are some stereotypes? How is your country stereotyped? Do you stereotype people? Does stereotyping help you in some way? Why do you think people stereotype? How can stereotypes be damaging? etc.

Such discussions and dialogues are not just simple talks. They are guided discussions in which people are encouraged to listen carefully to each other and in the process of mutual listening and speaking "correctly understand the values and beliefs, showing another view of the world» [Dubois, Hutson, 1997, p. 12]. In general, however, appeal to the cultural materials brings foreign language communication to the personal experience of students, allowing them to operate in the learning conversation by the facts and the information they encounter in their daily lives, their native culture. Getting acquainted with the culture of a foreign country, students constantly compare it with the native culture. Therefore, the more extensive knowledge of the facts is an area of native culture, which the students operate on, the easier for them to familiarize with the different cultures.

Thus, we can conclude that the formation of versatile developed multicultural personality, its outlook, a sense of patriotism and national dignity is possible with the development of the system of national culture through various forms of work with students. In the process of education of cultural values can be the foundation not only for cultural self-identity, evoke a sense of pride and satisfaction from the consciousness of belonging to a particular nation, but also contribute to a positive intercultural cooperation, which is important in the present-day reality.