Formation of a linguocultural field as a representative block of national culture in training of a future foreign language teacher

Statement of the problem. Linguistic and pragmatic principles of selecting educational material, defining innovative techniques and methods of working with foreign language texts, dictate, to a future foreign language teacher, the need to form a linguacultural field representing the national culture, which is not always taken into account in the process of their training. According to the authors of the article, teaching techniques for using authentic sources of linguacultural information (phraseologisms, proverbs, idioms; non-equivalent and background vocabulary; emotive realities; authentic audio and video materials; online articles, blogs) allows us to avoid linguacultural interference and solve this problem. The purpose of the article is to present the authors’ recommendations on the application of methods for preparing future foreign language teachers to work with multi-genre sources of linguacultural information, ensuring the formation of a linguacultural field. The research methodology make up the concept of a linguacultural approach to the training of future foreign language teachers (T.V. Mikhailova, K.K. Duisekova, V.P. Furmanova, C. Yang); theoretical and methodological foundations for the use of authentic sources of linguacultural information in the study of a foreign language (O.M. Akai, L.V. Velikolug, A.V. Gorelkina, S.G. Ter-Minasova, Contens1, LernRudi2); practice-oriented studies examining the linguacultural text (D.A. Bastrikov, A.M. Klester, N.Yu. Shnyakina, S.A. Zhilyakova, N.N. Kondakova, E.I. Zimina, L. Zhang, C. Yang, V. Popov, H. Biemans, J. Liu, T.-A. Screfsrud, etc.). Research results. The study clarified the essence of the concept of “linguocultural field” and identified techniques for working with authentic sources of linguocultural information that eliminate linguocultural interference. The set of tasks for ensuring a linguacultural approach to the training of future foreign language teachers, developed by the authors of the article, includes a description of techniques for working with such sources of linguacultural information as phraseological units, proverbs, and idioms; non-equivalent and background vocabulary; emotive realities; authentic audio and video materials; online articles, blogs. Conclusion. The use of a linguacultural approach to teaching a foreign language with the use of informative linguacultural texts provides a future foreign language teacher with the opportunity to learn how to use various teaching methods, aimed at developing the skill of forming a linguacultural field representing national culture.