Педагогические науки/ 5.Современные методы преподавания.

L.R. Sadykova, L.M. Alekseeva

Almetyevsk State Oil Institute, Republic of Tatarstan, Russia

Target and content aspects of training a foreign language in the context of intercultural paradigm

Contemporary geoeconomical and geocultural situations make the person be able to exist in a common life and world, which means being able to build a mutually beneficial dialogue with all subjects of the total living space, bridging humanitarian intercultural bridges between representatives of different faiths, cultures and countries. An important role is played by the language which is the only possible tool by which is becoming a reality to build bridges of mutual understanding and interaction between representatives of different linguoethnic сommunities. It is obvious that linguo-didactic and methodological studies are crossed over to problems of intercultural communication.

Intercultural communication is interpreted as a set of specific processes of interaction of partners in communication who belong to different linguoethnocultural communities. Communication in intercultural situations, even if the participants possess a common language code is always inherent conflicts between knowledge and ignorance, between the willingness to understand and prejudice. Thus, the main vector of contemporary linguo-didactic and methodical scientific studies should be aimed at resolving these conflicts, i.e, on the theoretical foundation of the optimal ways of development of students' ability to realize and understand the foreign language lexical and grammatical structures that comply with the communicative activity of the individual of another linguoethnocultural community and another national language picture of the world.

Using his(her) linguacultural experience and national and cultural traditions and habits, the subject of intercultural communication at the same time tries to take into account not only another language code, but also other customs and habits, other norms of social behavior, while he(she) is aware of the fact of their foreignness. It is this circumstance that gives reason to believe that intercultural competence covers mainly the ontological aspect of personality formation, whereas communicative competence its language and speech abilities.

Intercultural communication requirements are aimed to teach the students skills:
- to use a foreign language in authentic situations of intercultural communication;
- to explain and understand someone else's way of life;

- to expand the individual view of the world by familiarizing with the language picture of the world of native speakers.

In linguo-socio-cultural terms intercultural paradigm requires the implementation of at least two interconnected and interdependent approaches in training a foreign language and culture. The first approach - linguo ethno-ecological - is aimed at students’ awareness of the importance and the need for knowledge of the native language and culture, of their affiliation to a specific ethnic group and language multicultural community.

Another approach in the implementation of teaching a foreign language in the context of intercultural paradigm can be called interlinguocultural. It is focused on the study and development of traditions of European and world culture and civilization, which requires knowledge of the languages of international communication and the languages of the neighbouring countries.

The purpose of teaching foreign languages is the development of the student's ability for intercultural interaction and the use of the target language as an instrument of this interaction which influences the content of teaching and the choice of technologies of its assimilation by students. Education process should be aimed at developing students' understanding of the linguoethnocultural specifics of the native speaker while preserving the "individual national natural style" of communication with foreign peers. Therefore, value aspect should be also reflected along with the factual and linguocultural aspects in the content of teaching foreign languages with a strong intercultural dominant. It is evident that intercultural component of the educational process dictates the necessity of searching for new psycho-pedagogical and methodological solutions. These decisions are related to the modeling of foreign language learning system as the process of acquisition of individual learners’ experience of communication with a foreign linguistic culture.

The specifics of target and content aspects of foreign language teaching in the context of intercultural paradigm is conditioned by the fact that a student acts as a central element of the methodological model, as the subject of the educational process and as the subject of intercultural communication.

References

1. Садыкова Л.Р. Целевые и содержательные аспекты обучения иностранному языку в контексте межкультурной парадигмы. Materials of XI International scientific and practical conference «Modern scientific potential» ,– 2015. Science and Education Ltd, Sheffield, UK.