Характеристика стану сформованості лінгвокультурологічної компетентності у майбутніх учителів іноземної мови
| Title in English | The state of the future foreign languages teachers’ linguoculturological competence maturity |
|---|---|
| Authors | |
| Year of publication | 2020 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogical sciences reality and perspectives |
| MU Faculty or unit | |
| Citation | |
| web | http://chasopys.ps.npu.kiev.ua/archive/73/part_2/32.pdf |
| Doi | http://dx.doi.org/10.31392/npu-nc.series5.2020.73-2.30 |
| Keywords | professional training, future foreign languages teachers, linguoculturological competence, culturological approach, cultural intermediary |
| Description | The present article aims to underline the contents and structure of the linguoculturological competence as well as become aware of the future foreign languages teachers’ level of its maturity during their professional training at the higher education institution. The article states that the future foreign languages teachers’ linguoculturological competence is an expected result of the means of culturological approach during their professional training, the essence of which is to prioritize culture in the foreign languages education, to develop their multicultural linguistic personality, which results not only in learning about the culture, but also experiencing and living it over as a certain spiritual environment. Foreign language teachers’ linguoculturological competence is an important part of a professional personality development that allows them to become a subject of a cultural and historical process due to a profound knowledge in different areas of science and art, comprehension of the development of culture as a process of creating, preserving and translating of human values, perfect understanding of traditions, realia, customs, moral values of not only their own nation, but also those whose languages are under considerationability to communicate in a modern world by applying cultural components and examples of different nations and effectively carrying out interlinguistic and intercultural professional communication. The structure of the phenomenon under consideration functions in the cohesion of informative, personality identificational and functional components that carry out intellectual, axiological and adaptive and regulative functions. A random research of the higher education students of the foreign languages departments has showed that traditional teaching does not enable active formation of the linguculturological competence during all the years of study. It results in the majority of BA students who, on the one hand, have a satisfactory command of the major language, and on the other hand, do not possess enough qualification as carriers of cultural values, nor leading subjects and developers of a school foreign language education, nor cultural intermediaries in the intercultural communication and interaction. |