Автентичний текст як засіб формування соціокультурної компетенції студентів-філологів

Abstract

У статті розглядається структура і зміст соціокультурного компоненту у процесі викладання сучасної англійської мови для студентів-філологів. Соціокультурний компонент є складовою частиною лінгвістичного компоненту, який включає в себе безеквівалентну лексику, таку як антропоніми, топоніми та інші. Нелінгвістичний компонент включає в себе вербальне і невербальне спілкування, теми та іншу експліцитну інформацію про англомовні країни. Автор пропонує використання автентичних текстів на заняттях з англійської мови, поєднуючи мовний і соціокультурний компоненти при формуванні мовленнєвих вмінь і навичок студентів.The article focuses on peculiarities of the socio-cultural component in the process of contemporary English teaching. The socio-cultural component is regarded as an integral part of the linguistic component which includes non- equivalent vocabulary such as anthroponyms, toponyms and others. The non-linguistic component includes general categories and concepts that are related to another society, expressed both explicitly and implicitly: the spheres of activity and consciousness of the people; verbal and non-verbal communication; explicit information about English speaking countries. Specifying the content of each component depends on the needs of a particular educational institution. The author suggests the use of authentic texts in the educational process by clarifying assimilation of linguistics and socio-cultural components in the formation of students’ speaking abilities and skills. The author gives the semantic and functional characteristics of ethno-cultural lexical units and concludes that any detail of the world embodied in the stereotypical image symbol containing archetypal representation of ethnic groups, rooted in its culture and challenges of its indicators such as lexical units. It is also stated that the process of shaping students’ socio-cultural competence is progressive: from motivating the student to enhancing socio- cultural competence through expanding knowledge of traditions and behaviors, thus developing a positive perception of English-speaking countries and peoples who inhabit them to the task of achieving socio-cultural competence that is more recognizable national and cultural identity. Considering the problem of ethno-realities that blend authentic texts, it becomes obvious that national-cultural specificity is manifested at all levels of the language system and the vocabulary of a particular national language is undoubtedly the most important substance of the expression of the mental identity of the people who use that language, and vocabulary is directly correlated with the way of thinking of the ethnos, reflecting its ethnographic values.