Академический Документы
Профессиональный Документы
Культура Документы
УДК 372.881.1
DOI: 10.17223/19996195/43/2
М.Н. Ветчинова
Введение
Методология
Исследование
Выводы
Таким образом, в конце ХХ – начале ХХI в. произошло сущност-
ное изменение целеценностных оснований преподавания предмета
«Иностранный язык». Культурологическая парадигма образования обо-
значила перед ним стратегическую задачу – обязательное изучение
языка в контексте культуры. Знакомство с культурой страны изучаемо-
го языка оказывает влияние на развитие личности учащихся на базе
новой культуры в ее диалоге с родной. Представленные в статье кон-
цепции стали инновационными, объединенными общей культурологи-
ческой идеей – идеей соизучения языка и культуры, что оказало значи-
тельное влияние как на содержательный компонент предмета «Ино-
странный язык», так и на методику его преподавания.
Литература
Сведения об авторе:
Ветчинова Марина Николаевна, доктор педагогических наук, доцент, профессор
кафедры иностранных языков и профессиональной коммуникации ФГБОУ ВО Курский
государственный университет (Курск, Россия). E-mail: marx2003@list.ru
DOI: 10.17223/19996195/43/2
Abstract. This article deals with the basic theories and conceptions of language and culture
co-learning emerged in Russian Pedagogy at the end of XX – the beginning of XXI centuries.
The author states that socio-cultural and economic factors, political events contributed to the
fact that a foreign language became a real mean of communication and a mean of connecting
people from different cultures. It provides their interaction and becomes a source of infor-
mation about the world, a way of self-development, and professional knowledge expansion.
The interest to the communicative and cultural components of the discipline "Foreign Lan-
guage" has caused a change in the goal-oriented attitudes, content, methods, that is the change
of the entire structure of the educational organization process. It contributed to an essential
44 М.Н. Ветчинова
change in the teaching approaches, especially, to its compulsory study in the context of cul-
ture. It is shown that the search for new forms of cultural integration in the process of learning
a foreign language resulted into the development of theories and concepts that concentrate
around the main provisions of the cultural approach to the teaching of humanitarian disci-
plines. The main emphasis is made on scientific works united by a common cultural idea - the
study of a foreign language in a unity with the culture of the people in the framework of the
dialogue of cultures: "Sociocultural approach to teaching a foreign language as a specialty",
"Intercultural communicative competence and cultural and linguistic pragmatics in the theory
and practice foreign languages teaching", "The concept of communicative foreign language
education", "The concept of multicultural language education". The unifying principle of
these works is the idea of the importance of study of language and culture in a combination.
Despite some differences in these scientific concepts, the conclusion about the necessity and
importance of teaching language, and in particular foreign language, as a cultural component,
is universally recognized. It is concluded that these fundamental studies have set the direction
of learning a foreign language for further decades. The importance of further development of
the issues of foreign language and culture study consists of educational potential. It promotes
a better understanding of a foreign culture, helps to understand the diversity and richness of
cultures, and to understand the native culture more deeply. This will have an impact not only
on the formation of an individual culture of learners, but it will also enable them to acquire
the necessary skills and abilities to communicate with representatives of other cultures.
Keywords: foreign language; culture; linguistic education; cultural dialogue; social and cul-
tural approach; cross-cultural communication; multicultural education; foreign linguistic edu-
cation.
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Received 15 September 2018