Reflection of foreign-language culture realities in English-language textbooks

At the present stage of development of the foreign language teaching methodology most of the teaching materials contain some information of socio-cultural nature related to the countries of the studied language. This article considers the essence of the linguocountry study component in foreign language teaching and its inseparable connection with the communicative methodology. Knowledge of native and foreign cultures, their similarities and differences is extremely important for the formation of communicative competence of students (including its socio-cultural component), as well as ensuring successful communication. Information of linguocultural character is also indispensable for the development of intercultural communication skills, the ability to prevent and resolve potential conflicts in various situations. In addition, learning about the foreign-language culture allows students to look at their native culture in a new way. The article presents the results of the study of two Russian textbooks for teaching English in the 9th grade of school using the method of quantitative content analysis. Both the thematic structure of linguocountry study content and the relative representation of the cultures of the world, especially the English-speaking ones, are considered. Some observations are also made regarding the general content of these textbooks. The study reveals a certain unevenness in the socio-cultural content of the textbooks. Considering the fact that it is impossible to include all potentially useful information in one textbook set, the conclusion is reached about the need to develop the socio-cultural competence of students based on the communicative method.