Methods Of Formation Of Linguistic And Cultural Competence Of Future Teachers Of Philology

Abstract

The present study is devoted to the methodology of forming the linguistic and cultural competence of future teachers of philology in the process of teaching Russian as a foreign language.

Linguistic and cultural competence is considered as a professionally significant integrative quality, including knowledge of culturally marked linguistic units and precedent phenomena, the ability to interpret the cultural meanings of text and discourse, carry out linguistic and cultural commentary, as well as design linguistic and cultural tasks for a foreign-speaking audience.

The theoretical part summarizes the main research positions in the field of language - culture - communication (E. M. Vereshchagin, V. G. Kostomarov; S. G. Terminasova; V. I. Karasik; V. A. Maslova), as well as methodological developments in the field of RAF (A. N. Shchukin; E. G. Azimov).

The conceptual core of the proposed methodology is chosen by the linguistic and cultural approach of E. M. Vereshchagin and V. G. Kostomarov as the most systematic for the tasks of teaching a language to foreigners and training a teacher of the Russian Language. A step-by-step model of competence formation (orientation-motivational, operational-activity, reflexive-evaluative stages) is presented, tools (textocentric practices, linguistic and cultural commentary, comparative tasks, case method, micro-teaching) are described, two educational and methodological cases and a rubric for evaluating results are given.