Mnazhatdinova Aisha

Fourth year student

Scientific supervisor: Nurlanbekova Ye. K.

Kazakh State Women’s Teacher Training University

Formation of the students’ socio-cultural competence

Formation of communicative competence is inextricably linked with socio-cultural and knowledge of the country. Without knowledge of the socio-cultural background it is impossible to form communicative competence. Learning a foreign language on the basis of students' acquaintance with the culture of another country is currently one of the basic principles of teaching the subject. An introduction to the culture of other people makes learning a foreign language more attractive for students and contributes to a full communication, more precise and adequate understanding of the culture media, promotes the formation of the ability to represent their country in terms of intercultural communication [1].

The content of education must ensure an adequate level of general and professional culture of the society, the integration of the individual into the national and world culture. The subject of "foreign language" is not only familiar with the culture of the target language, but by comparison emphasizes the features of its national culture, introduces the human values. In other words, it promotes education of students in the context of a "dialogue of cultures" [2]. Modern purpose of learning a foreign language and culture can be formulated as a preparation for real intercultural communication. Some authors interpret intercultural communication as an adequate comprehension of communication participants belonging to different national cultures [3]. At the present time, there is a question of the introduction of a resident of the XXI century to the world culture, the approach of his educational level o the European standards, the possession of at least two foreign languages. And it is no coincidence, since, with the strengthening of interaction between civilizations, the interpenetration of cultures, and the process is clearly indicated by the mass introduction of foreign language teaching in which a firm foundation can and should be necessary for a person to participate in the direct and indirect dialogue of cultures. Socio-cultural component in the content of teaching a foreign language plays a crucial role in the development of the student, as it gives the opportunity not only to get acquainted with the country's cultural heritage of the target language, but also to compare it with the cultural values of their country, which contributes to the overall culture of the student. This component is designed to broaden the general, social, cultural horizons of students, to stimulate their cognitive and intellectual processes. Socio-cultural knowledge helps adapt to a foreign environment, following the canons of civility in the cultural environment. It should be noted that the main thing is not to raise the position of the norms and values of the country of studied language and memorization of facts but the ability to compare the socio-cultural experience of people speaking in the target language with their own experience. A number of studies on this issue served as an incentive determination and implementation of the socio-cultural component in foreign language learning content. I.L. Bim tells about the need to include in the content of teaching elements of the language culture of people who speak the target language and cross-cultural information with regard to situations of communication in the content of teaching [4].

Mastering a foreign language is inextricably linked to the mastery of the national culture, which involves not only the assimilation of cultural knowledge but also the formation of the ability and willingness to understand the mentality of native speakers of the target language and peculiarities of communicative behavior of people of this country. Mastering the content of national-cultural component in learning a foreign language is a basic condition of familiarizing students to the culture of the country whose language they are studying, namely, introducing them to the people, traditions and customs of the country. In structural terms, socio-cultural competence is a complex phenomenon and includes a set of components belonging to different categories:

· Linguocultural component includes knowledge of lexical units with national and cultural semantics, the ability to apply them to situations of intercultural communication. A reflection of the mentality of the people are the national proverbs, idioms. They provide students with knowledge about the rules and principles of communication between representatives of the nation, about values, about priorities.

· sociolinguistic component (linguistic features of social classes, of different generations, genders, social groups, dialects);

· social - psychological component

· cultural component (socio-cultural, historical - cultural, ethnic and cultural backgrounds) [5].

An important factor in the formation of social competence is the use of new learning technologies. The technology of critical thinking, project activities, cooperative learning and gaming technology develop an interest in foreign language communication, expand its substantive content. In the formation of social competence the use of information and communication technologies is very important as well [6].

In this case a project technique is considered productive, since it provides a unique opportunity for personal growth of students, focuses them on the disclosure of creativity and the development of cognitive interests. The algorithm of works on technology projects used in the educational process is: the nomination hypothesis → creating a problematic situation → analysis of the problem → specification and comprehension → implementation → presentation. The project technique is a learner-oriented activity that provides an environment of self-knowledge, self-expression and self-affirmation. Technology education in collaboration helps create the conditions for an active co-curricular activities of students of various educational situations. Interactive collaboration of students in pairs or groups provides a practical use of the language in situations that simulate reality. The technology develops in students the need to improve their speech and creativity constantly. For successful cooperation in various communication situations role-based method of communication is used [6].

Newspaper text, in this case, is considered as one of the effective means of formation of social competence of students. It has a cultural identity, which manifests itself at the level of semantics, syntax and structure. The impact of verbal communication is enhanced by illustratively graphical tools with a broad spectrum of associative links. British and American qualitative newspapers distinguish balanced copyright emotions, structural and compositional clarity, moderate illustrating and ideological modality. Language newspaper is one of the common forms of language existence. The newspaper is an inexhaustible source of new modern vocabulary clichés phraseology, idioms, reflects the development of language, new language forms, is also a wealth of styles of modern foreign language.

Education on the basis of newspaper material has the following objectives:

1) learning to read articles in the original (i.e. authentic), carrying different types of reading (to study, trial, the viewing, search);

2) learning to discuss socio-political issues and problems;

3) learning to express their attitude to the read;

4) improving lexical, grammatical skills;

5) implementing interdisciplinary communication to raise the level of general culture and education of students to expand their horizons.

Properly organized learning to read social and political literature (and especially the newspaper texts) is one of the strongest means of ideological and political education, stimulates interest in students to a foreign language, and promotes the development of language skills and the formation of social competence [7].

Formation of social competence is necessary due to the fact that without socio-cultural knowledge and skills there is no practical proficiency. In addition, socio-cultural component is an incentive to increase the effectiveness of student learning at all stages of secondary school [8].

Used literature:

1. Knapp-Ptohoff, A. Instead of Introduction: Conceptual issues in Analizing Intercultural Communication/ A. Knapp-Ptohoff, K. Knapp, W. Enniger// Analizing intercultural communication: Studies in anthropological linguistics. – Berlin; New York; Amsterdam: Mouton der Gruyter, 1987. – P. 1 – 14.

2. Вырыпаева, Л.М. Инокультурный текст как основа формирования этно-лингвокультурологической компетенции обучаемых: Автореф. дис. канд. пед. наук/ Л.М. Вырыпаева. - Уфа, 1999. - 22 с.

3. Гурицкая, И.А. Отбор страноведческого и лингвострановедческого материала в целях включения его в учебные тексты (с учетом места обучения)// Лингвострановедение и текст/ И.А. Гурицкая. - М.: Русский язык, 1987. - С. 118 - 125.

4. Елизарова, Г.В. О природе социокультурной компетенции/ Г.В. Елизарова// Слово, предложение и текст как интерпретирующие системы. Studia Linguistica 8. - СПб: Тригон, 1999. - С. 274 - 281.

5. Никитенко, З.Н. О содержании национально-культурного компонента в обучении английскому языку младших школьников/ З.Н. Никитенко, О.М. Осиянова // ИЯШ, 1994. - №5. - С.4 – 7.

6. Прохоров, Ю.Е. Лингвострановедение. Культуроведение. Страноведение/ Ю.Е. Прохоров. - М.: ИРЯП, 1995. - 93 с.

7. Балашова, Е.Ф. Роль английских газетных текстов в формировании социокультурной компетенции// Е.Ф. Балашова/ Сборник трудов «Россия и Запад: диалог культур», вып.10. - М. М.: "Центр по изучению взаимодействия культур", 2003. - С. 24 – 33.

8. Самкова, Л.Н. Национально-региональный компонент как средство формирования социокультурной компетенции на уроках английского языка// Л.Н. Самкова/ Интернет и образование, 2011. - № 32.