Педагогические науки /Современные методы преподавания

Жанабаева У.С.

Региональный социально – инновационный университет, Казахстан

Intercultural approach to the teaching of English

Learning objectives reflect the social order of society and depend on the conditions of learning and language needs of students. Choice of target depends on the profile of the institution, which teaches a foreign language.

Foreign language ceases to be an end in itself, becomes an instrument of educational and professional activities. The components of intercultural communicative competence have direct access to key competencies that make up a single socio- professional competence of experts. In his professional activities in a foreign language basic communicative competence - linguistic and discursive - allow professionals to complete, logical, coherent, understandable, linguistically correct to base their statements and to adequately understand the speech of others. Insufficient level of development of socio-linguistic, intercultural and strategic competencies have an adverse impact on the professional and business communication, can cause a reaction of rejection and exclusion, and therefore not conducive to productive activities carried out by a specialist . Communicative component due to the need to carry out a dialogue in terms of business communication and collaboration, to overcome conflicts, included in the complex systems of communication and cooperation. This component is based on the ability to understand other people, to the knowledge of the role structure and organization of collective interaction and involves mastering a high level of reflection in interpersonal communication. Rules and rituals are socio-cultural landmarks. Compliance with politeness means the selection and use of socio-cultural resources, adequate types of the same status or different statuses of communication. At the lexical level in oral dialogical speech of students need to enter the following elements:

1) etiquette clichés (forms of address, greeting, farewell, and also features design orders, requests, consents, disagreement, etc.;  2) interjections, which allow a very concise form to express emotion and expression; 3) comparison, idiomatic expressions ;  4) desemantized vocabulary, i.e. the word that substitutes for those who cannot remember the speaker; 5) the word - parasites (auxiliary vocabulary), which allow to win time to reflect subsequent statements.

Performing a variety of tasks, students acquire new linguistic knowledge that allows more freedom to use a foreign language and to recognize the peculiarities of his thinking on the basis of a comparative analysis of foreign and Russian languages, form the knowledge about the culture, the realities, traditions and customs of their achievements and the English-speaking peoples in the development of human culture. When performing tasks in addition to traditional listening to the students a new challenge: listening and understand authentic texts (descriptions, communication, dialogues based on language guess and context), as well as information of interest ( ads at the station, the airport, the weather forecast). Regular performance of these tasks creates the necessary level of intercultural communicative competence specialist for its adaptation to the conditions of intercultural dialogue, develop creative mental activity and creativity, the ability of creative participation in intercultural communication.

Of great importance is the concept for teachers teaching English as a language of professional communication. The problem of language high schools in that amount of time allotted for "foreign language" is negligible, and the goals and challenges facing students in modern conditions become more complex. These objectives require a special approach to the process of learning. Development of skills and abilities needed to perform their future professional activity, can be rightfully attributed to the most urgent task, because the level of training of students in this regard, as practice shows work is most often very low.

Practical experience shows that the vast majority of language high school students , along with reading literature in their specialty, which acts as the main purpose of learning , show interest in the lifestyle and culture of other countries and the desire to communicate directly with foreign peers. However, the content of teaching in non-linguistic colleges increasingly focused on training and does not fully meet the cognitive needs of the students. Analysis showed that in the learning process there are contradictions between:

• the needs of society in the preparation of specialists who are ready to constant updating of their knowledge, and the usual practice of foreign language teaching in non-linguistic colleges;

• professional orientation of teaching foreign languages and humanitarian potential subject of "foreign language ", which opens up great possibilities for knowledge of foreign language culture;

• awareness of the importance of new information technologies and the low level of their application in the teaching of foreign languages;

• inability to obtain information and its critical reflection .

Learn a foreign language as a means of communication without the knowledge of the language of the world is impossible. Picture of the world that surrounds speakers, not just reflected in the language, and it forms the language and its carrier determines the features speech use. Thus, the main goal of foreign language teaching in higher education at the present stage can be formulated as learning the language as a means of communication between professionals, the maximum development of communicative abilities of students, familiarization with the socio-cultural view of the world the target language.

Literature:

1. Сафонова В.В. Культуроведение и социология в языковой педагогике. – Воронеж: Истоки, 1992. – 430 с.

2. Елизарова Г.В. Культура и обучение иностранным языкам. – СПб.: Каро, 2005. – 352 с.

3. Scollon R., Scollon S. Intercultural Communication: A Discourse Approach.

– Cambridge, MA: Basil Blackwell, 1995. – 283 р.