Linguistic and regional aspects of teaching a foreign language article

The progressive development of international contacts and ties in politics, economy, culture and other fields determines the consistent orientation of modern methods of teaching foreign languages to the real conditions of communication. The desire for communicative competence, as the final result of training, implies not only the possession of appropriate foreign language equipment (i.e. the language competence of students), but also the assimilation of colossal non-linguistic information necessary for adequate learning and mutual understanding, because the latter is unattainable without the relative equality of the basic Information about the surrounding reality. A noticeable difference in the stock of this information among speakers of different languages is mainly determined by the different material and spiritual conditions of existence of the respective peoples and countries, the peculiarities of their history, culture, social and political system, political system, etc. Thus, it became generally accepted that there is a need to deeply understand the specificity of the country of the language being studied, and thus the need for a country studies approach as one of the main principles of teaching foreign languages.

Acquaintance with the culture of the country of the studied language was one of the main tasks since antiquity. Teaching of classical languages, as an interpretation of religious texts, is not conceivable without cultural commenting. In the teaching of living languages from the end of the fourteenth century, along with oral speech, the acquaintance with the realities of the country of the language being studied is put on the first place. This was especially characteristic of the German linguistic and didactic school. Different information about a particular state taught in the process of teaching the language is commonly called country studies, in Germany -cultural studies (kulturkunde), in American educational institutions there are language and territory courses, in the French Methodical School. There is the notion of "language and civilization" (langue et civilisation). English colleagues use the theory of "linguocultural studies". The interim state educational standard among the objectives of teaching foreign languages at a basic level includes the education of "schoolchildren a positive attitude to a foreign language, the culture of the people who speak this language. Education by means of a foreign language presupposes knowledge of the culture, history, realities and traditions of the country of the studied language. "The appeal to the problem of studying language and culture is not accidental at the same time, since it allows to successfully combine elements of regional studies with linguistic phenomena, which act not only as a means of communication, but also as a way of acquainting learners with a new reality for them. The theories of "Linguistic culture" emphasize that this direction, combines, on one hand, language training, and on the other - gives certain information about the country of the language being studied. Since the main object is not the country, but the background knowledge of native speakers, in the generalized form of their culture, it would be correct to talk about "cultural studies". However, the term "Linguo-countrystudy" is already firmly established in the practice of teaching foreign languages and, perhaps, it should be left. However, it is necessary to clearly represent the difference between country study and linguistic studies. If country study is a social discipline, in which language should not be taught, then linguistic culture is a philological where discipline is largely taught not separately as an object, but in classes on semantics of the language units.

At present the early teaching of foreign languages is considered to be one of the most important stages in the development of the continuous language education in our country. Scientists that are engaged in the early teaching of foreign languages agree on the point that there are many advantages of the early teaching of foreign languages: it is the most favorable period for language development (up to 8 years old) and it should be used to create a solid basis for further linguistic background; the early education of children allows a maximum training time for learning a foreign language - the earlier we start, the more time we have to study it; from an early age, getting acquainted with the culture of the target language, we educate children in tolerance, a sense of belonging to others; the study of a foreign language at an early age, along with practical relevance, develops children's ability to comprehend their mother tongue better; language learning improves children's memory, their thinking, perception, imagination, etc.And besides the early foreign language learning not only promotes more robust and free practical knowledge of it, but also carries a great potential for children`s development (intellectual, moral, creative). UN documents and especially the Convention on the rights of the child based on the primacy of universal human values and the harmonious development of personality, the recognition of the child part of humanity says: "the education of the child should be directed to the development of the personality, talents and mental and physical abilities of the child to their fullest potential" (Convention on the Rights of the Child, 1991).

The process of developing the personality, talents, mental and physical abilities of young children is time-consuming and arduous. The early teaching of foreign languages has great potential for solving this problem. Experimental program conducted by us is a well-balanced system of teaching techniques and assignments based on the child-centred approach, the methodology of communicative language teaching and integrating in the process of teaching different kinds of children’s activities. Language is at the very center of human communication and interaction. It is the bridge that connects us or the gap that may divide us. Our world is endless, and one language is not enough to display it. This problem can be removed by using a variety of languages. And our program of creative developing of children named "Rainbow"helps this. Foreign language acquisition shapes a child's perception of the world and lays the foundation for much of what follows in life: identity, friendship, work and travel.We see one of the main challenges in improving the effectiveness of children development taking into account the specific peculiarities of the early teaching of foreign languages in the process of the vocational teachers’ training in the higher educational establishment, the use of technologies based upon the principles of play teaching, early career guidance, the problematical character, the dialogue of cultures.

Students were asked to make seven tasks for testing linguistic component, which is considered to be fundamental in the structure of communicative competence. The standardized tasks to test grammatical knowledge were offered: the paraphrasing of the original proposals, completion of unfinished sentences and filling in the gaps in the text to control the ability to connect sentences using the appropriate words (cоnnectives). The tasks on synonyms search, the formulation of definitions, words by their definitions (65%) and filling gaps in the sentences were presented for testing the vocabulary. In order to test the discursive component of communicative competence tasks on the understanding of the general meaning of the text were assigned in the format of multiple choice and in the format of “matching” for an understanding the communicative content of the paragraphs of the written text. Socio-cultural component of communicative competence was measured using the tests on disclosing the ability of students to understand and interpret hidden communicative meaning which lies “between the lines”, definition of aims, attitudes, intentions, opinions and motivations of the statement authors. The task on the ability to use strategies for achieving communicative aims was offered in order to test the strategic component of communicative competence. The tasks on the knowledge of the traditions, customs, typical practice in the country with a different culture, ranking social values characteristic of their own and other cultures and judgment evaluation were presented in order to test social and socio-cultural component of communicative competence. Thus, we have presented the diagnostic tool to measure the level of development of foreign language communicative competence of students. Next, we will consider the ascertaining phase of the experimental research which included an assessment of the current level of foreign language communicative competence of students formed in the process of traditional education. As the analysis of the testing showed, tasks for testing linguistic component, precisely, the knowledge of vocabulary and grammar were more successfully accomplished (54%, 66%). That seems logical, as these aspects are given the most attention during the classes of the English language. A particular difficulty was caused by the task on filling the gaps in the sentences, namely the ability to choose the correct synonym from its value and linguistic environment (1.8% correct answers). The task of this type presupposes a deep immersion into the language structure that is not always necessary in the University environment. A positive result was gained while making the tasks on testing sociocultural competence, not requiring a definite answer, i.e. allowing a certain amount of subjectivity: on the ranking of the values and the judgment valuation (67% correct answers). At the same time a low result of making the tasks on the knowledge of the traditions and the customs of the country of studying language was received (34%), that indicates the need to use authentic informative texts in the educational process that let you explore different realities, cultural, socio-cultural characteristics of the country of studying language.

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"Экономика и социум" №11(78) 2020