Филологические науки/Этно-, социо-, психолингвистика

К.ф.н. Куребаева Г.А.

Государственный университет имени Шакарима г.Семей, Казахстан

The ways of combination of language and culture in learning foreign languages.

The language is closely related to culture; also, it’s one of the indicators of the culture. “Study of language peculiarities gives opportunity to research phenomenon of spiritual culture, a source of national features, to study the actual form of that nation which makes a world heritage together with the human values that were represented by the distinctive features of national culture”[1, p.174].

Also, the language is inseparable part of culture and it recognized as spiritual existence in linguistics. Namely, world-outlook of nation, a set of customs and traditions, features of national culture and spiritual life are recognized in it.

New paradigm in education takes into consideration the communication; in this case communication means the relationship which is the device that supports the dialog of the culture. Thus, the main way in learning foreign languages is E.I. Passo’s formula: culture is realized by language and vise versa language is realized by culture or learning language is realized by learning a wide meaning of word including the factors of the culture in literary form [2, p.84].

The literature creates not only achievements of communicational skills like reading, listening, speaking and writing, but also it creates exact grammatical reading, vocabulary, methodical tasks as a translation.

It means to develop the linguistic geography and intercultural skills by acquaintance with examples of foreign literature (different literary themes, their functions and language aspects which are used there and historical, regional geography aspects, etc.) This is broadening world’s picture, it is creating country’s position and creating yourself in the circle of social relationships.

Every fiction shows vital aspects and opinion, principles and hopes, etc. of “foreign country”. When these themes work with grammar and vocabulary, they mustn’t lose their main directions, namely original meaning and its integrity in literary themes. So, it is very important to choose the theme correctly. It’s necessary to take into account the interest and training period of pupils. To save the original version of artistic works, also not to lose the values of linguistic geography materials, it’s necessary to think about which part of the lesson and which theme of the lesson will dedicate for it. Artistic works and passages that describe the precise topic of the program are selected and a set of exact information is created according this theme by methodological point of view. Also it is important to take in account their compositional difficulties and characters. Benefit of using literary themes depends not only on right choice of themes or difficulties of learning, but also it depends on order of correct organizational works, and depends on right choice of exercises which is directed to develop stimulation of mental activity.

Nowadays “foreign language” has very important role, because it helps to form competitive pupil in the system of national and world culture. To cut it short, foreign language is a part of culture and a tool which carries and transfers the language to another people. It gives opportunities to pupil to know spiritual wealth of that nation. Also, like an additional window of the world it connects people, opens new world and plays significant role in understanding each other.

More exactly, thanks to language learner can connect with the life and mentality of that country which language he learns, he understands how they feel the world, how they see the world and their ideology. Knowledge of language means to feel and closely understand the wealth of nation (nation – is a native speaker) and their culture. This requires to enter into this culture’s space and to understand their ideals and values.

The Russian Mikhail Sholokhov thinks that there are no things which can save national history, social structure, lifestyle and ideology of the nation, except proverbs. And M.I. Dubrovin agrees with him: “Wisdom and spirit of nation are visible in its proverbs, it helps to better understand the knowledge of language, also the character and mental instance of this nation” [3, p.6].

We understand that every nation’s language shows its own character, we know why the language is a master artist of the nation. French is easy language, it is funny, acute, from courtesy to arrogance like a wandering butterfly; German is hard, blurry, which is different by its abyss; British is clear, which escapes from suspense, exact language; Italian, that shines by its music; Slavic has endless melody, sometimes it’s calm, sometimes it’s explosive; the best way of describing languages and to know them is to get acquainted with nation, its character, ideology that create this language. So, the best way and the most reliable tool in learning foreign language is to study the nation.

The language can create the verbal illusion, and in its turn it plays a great role in formation national stereotypes, for example: French politeness and courtesy; German accuracy, punctuality and responsibility; English benefit and restraint; Italian priority, impulsivity and communication skills; Russian and Kazakh generosity and hospitality; That’s why national characteristic is a set of norms of behavior, also a set of distinctive personal features and spiritual quality. The comparison of proverbs of different nations shows their similarities and in its turn helps to better understand and helps to connect with each other.

One of the most effective ways to impact on the feelings and emotions of students is the music, which is a "strong mental stimulus, penetrating the latent depths of consciousness" [1, p.40]. Well-known educator Jan Amos Kamensky wrote: that person who doesn’t know the music is illiterate. In ancient Greece, many schools practiced texts by songs, primary schools in India alphabet and arithmetic are learned by it. Usually teachers sing together with pupils, they sing with enthusiasm and joy.

Music and singing can be an invaluable aid in learning a foreign language at school:

1. The song as a kind of verbal communication is a tool that helps to learn a new words and expressions and increase vocabulary.

Nowadays familiar words of songs are found in the new contextual environment, also it helps to activate it. Most of all we meet geographical names, personal and general names, the realities of the country the language is spoken and its poetic words.

2. Grammatical constructions of the song are better absorbed and activated. In some countries, in order to teach there are published the most popular songs. They are written in a modern rhythm, it’s accompanied by text with explanatory notes and extra tasks. The aim of which is checking how they understood.

3. There is great influence of songs in learning foreign language. It develops speaking and audition. It provides practice and short execution, frequent repetitions by the example of rhythm and the correct articulation and pronunciation of sounds, etc.

4. The songs promote aesthetic education of students, it helps to disclosure of the creative abilities of each pupil in team building more completely. Thanks to the music in the classroom creates a favorable psychological climate, reduced psychological stress, activates the linguistic activity, increased emotional tone, supported by interest in the study of a foreign language.

5. Songs and other musical compositions that stimulate the monologue and dialogue statements are the basis for the development of pupil’s speech activity, also it promotes the development both of them: prepared and unprepared speech.

Using songs include some lessons that must be in stage to develop lexical and grammatical materials. For example, if our lexical theme is “parts of body, and grammar theme is modal verb: “can”, we can use the song: “My eyes can see”. Namely, we use this song if all words are familiar to pupils, and it’s enough to repeat it.

Don Campbell explored the influence of music to person. This impact is called “Mozart’s impact” in the reduction. It was proved that the melody of Mozart has great influence to person among classical composers. Thanks to his music children can study better and they are calm, and adults feel amazing feelings, emotions. Music is used by teachers of different countries in foreign language subjects to create pleasure environment, to make easier concluding of information that they listened, to form listening skills, to develop reading and writing, to enrich the vocabulary and to improve mental skills.

The list of used literature:

1. Leontiev A.N., Human and culture / A.N. Leontiev. – Moscow: Progress, 1961.-314p.

2. Passov E.I., The concept program of communicative foreign language education. Development of individuality in culture’s dialog / E.I. Passov. – Moscow: Education, 2000.-154p.

3. Dubrovin M.I., English and Russian proverbs and sayings in graphics / M.I. Dubrovin. – Moscow:1993.