N. A. Rastegaeva

LANGUAGE CULTURE: CONCEPT AND ASPECTS OF CONTENT

Language culture is considered as a kind of culture included in its system. The author makes a distinction between the concepts of "language culture", "speech culture", "speech culture", gives his own interpretation of the concept of language culture and describes its components.

Keywords: culture, language, culture morphology, language culture, components of language culture

The article is dedicated to the language culture as a kind of culture and a part of the general system of culture. The author differentiates concepts of language culture, speech culture and culture of speech, suggests her own definition of language culture and describes its components.

Keywords: culture, language, morphology of culture, language culture, components of language culture

Understanding culture as a system, according to M. S. Kagan, stems from its origin. “Both phylogenesis and ontogeny ... indicate that culture is a holistically comprehensive way of “humanizing a person” - the human race and each of its representatives - in the process of acquiring qualities that are unknown to nature and are generated by the transformation of a biological form of being into a sociocultural one. » . With such an interpretation of culture, there is no doubt that language (hereinafter, language is understood as a natural language as a unity of a sign system and its speech realization) is an element of a cultural system that forms a specific linguistic subsystem of culture.

Researchers of the morphology of culture consider its various types and branches, among the criteria for their selection, naming spheres of social life, activities, forms of social consciousness, etc. The term culture is used in this case “to designate cultural spheres and components, so we can talk about culture work, life, behavior, about artistic, musical, moral, legal, political cultures. The problem of the morphology of culture has been developed in detail (although not completely resolved) in the philosophical and cultural literature, but undeservedly little attention has been paid to the culture of the language. The place occupied by language in the life of a person and society allows us to speak of linguistic culture as one of the most important types of culture. It is important to note that although linguistic culture is included in the general system of culture, it occupies a special niche in it in comparison with other components. This is explained by the fact that we are talking about a phenomenon whose functional load can only be compared with culture as a whole. Being the basis of sociality and culture, language penetrates into all spheres of human life and society so deeply that it becomes impossible to imagine them outside the language. "The actual unity of language and culture, expressed by the fact that language permeates all its other phenomena",

allows us to speak of linguistic culture as a type of culture, represented to one degree or another in all other cultural spheres.

The study of language culture must begin with the differentiation of the concepts of culture of speech, speech culture, language culture.

The terms speech culture and culture of speech are widely used in scientific and educational literature. Sometimes they are interpreted as synonymous, but the tendency to distinguish between these concepts is becoming more and more widespread, an example of which can be the corresponding articles in the encyclopedia of the Russian language edited by Yu. N. Karaulov. In its second edition, the term culture of speech is defined as "possession of the norms literary language in its oral and written form, in which the choice and organization of language means are carried out, which allow, in a certain situation of communication and in compliance with the ethics of communication, to ensure the greatest effect in achieving the goals of communication. Speech culture is understood much broader: “an integral part of the culture of the people associated with the use of the language” [Ibid., p. 413-414]. The author of the encyclopedic article on speech culture cited above, O. B. Sirotinin, in a later edition emphasizes that “the concept speech culture wider than the concept of speech culture, which includes only the nature of the use of the language, the attitude towards it, but not the language itself and the picture of the world enshrined in it.

In domestic science, there is an opinion that the terms culture of speech and culture of language are synonymous, however, the approach in which these concepts are distinguished is more widespread. In the Big encyclopedic dictionary“Linguistics”, edited by V. N. Yartseva, this difference is formulated as follows: the concept of language culture is used “when we mean the properties of exemplary texts enshrined in written monuments, as well as the expressive and semantic possibilities of the language system”; the culture of speech is understood as “con-

concrete realization of linguistic properties and possibilities in the conditions of everyday and mass - oral and written - communication ". An important difference between the culture of language and the culture of speech is considered to be the fact that “educational problems are more complex and multidimensional” .

In foreign linguistics, as E. O. Oparina notes in the review “Linguistic culture as a subject of public interest”, these terms were first used as synonyms, and then the concept of language culture absorbed the concept of speech culture. The same review mentions that “the formation of a communicative-pragmatic paradigm in linguistics in the 70s led to the fact that the culture of the language began to be interpreted as an integral part of culture in general and, therefore, should not have been limited to pedantic correction of individual grammatical, stylistic and semantic errors. , i.e., be reduced to normativism. E. O. Oparina uses the term language culture as “denoting a wide range of phenomena related both to the language system and its functioning in speech, as well as to socio-culturally motivated characteristics of speech behavior” [Ibid., p. 89].

The content of the concept of language culture in this article is very close to the ideas about the speech culture of O. B. Sirotinina and the understanding of the language culture of E. O. Oparina. We will interpret linguistic culture as a type of culture that occupies a special place in its system, which determines and regulates the existence of a person in a linguistic environment. The content of linguistic culture, in our opinion, consists of the following components: linguistic (linguistic), institutional, cognitive,

axiological, aesthetic and need-motivational.

1. The linguistic aspect includes the language itself and the whole variety of texts representing it.

2. The institutional aspect is found in the functioning of various social and cultural institutions that have as an object of their activity the language or linguistic culture of its speakers (sciences about language, the system for transferring knowledge about it, language policy - as an implementation of the institution of state power, the media, etc.) .

3. Cognitive aspect - language knowledge; speech skills; language learning experience. The composition of language knowledge will include knowledge of phonetics, vocabulary, grammar, orthoepy, spelling, punctuation, style, speech etiquette. Distinguish between language proficiency and language proficiency. The second implies not just knowledge of the rules of a certain language, but the ability to mobilize this knowledge in the performance of certain communicative tasks. In other words, language proficiency means having not only

linguistic knowledge, but also speech skills. Speech skill is understood as the ability to "correctly choose the style of speech, subordinate the form of speech utterance to the tasks of communication, use the most effective language means." Speech skills are creative in nature, since the circumstances and tasks of communication are never completely repeated, and a person has to re-select the necessary language means each time.

4. Axiological aspect - a conscious attitude to language as a universal and personal value; evaluation of speech quality. Language is a value, being a phenomenon that has a positive significance both for society and for the individual: a translator of cultural heritage, a link in the dialogue of cultures, a cognitive, aesthetic, practically transforming value. The value attitude to the language is characterized by the internal acceptance of the language as a value, the awareness of the constant need for it. Awareness of the universal significance of this phenomenon is characteristic, as a rule, of people with a high level of linguistic culture, as it is based on an understanding of its role in the life of society and man. The personal value of the language is realized by a much wider circle of people due to the need for a high level of proficiency in native and foreign languages ​​in order to achieve success in many areas of life. So, for example, at the present stage of social development in the context of global integration of cultures, knowledge of a foreign language becomes a condition for successful professional activity.

5. The aesthetic aspect is based on the sensory-figurative assimilation of reality through language and includes two components: artistic realization and perception of the language; aesthetic non-artistic perception and reproduction of language. In the first case, we are talking about the result of the activity of the artist of the word, in the second - about the universal, everyday aesthetic attitude to the language or its individual components. For the aesthetic aspect of linguistic culture, experience is primary, and not the adequacy of understanding.

6. The need-motivational aspect is realized in the awareness of the need to develop the language culture and the culture of speech; in interest in learning a language, including a foreign one; in the pursuit of beautiful harmonious speech. This aspect of linguistic culture combines all the variety of factors that can encourage a person to learn the language, improve their speech.

Thus, linguistic culture can be understood as a kind of culture that determines and regulates the existence of a person in a linguistic environment, thereby mediating the interaction of a person and language.

In the course of historical development, each nation has developed its own linguistic culture, and what is characteristic of a given branch of culture of one nation turns out to be completely uncharacteristic of another.

go. Of course, we can also talk about the universal components of language culture: for example, it necessarily contains ideas about the correctness of speech, a system for transferring knowledge about the language, speech etiquette, etc. Like culture as a whole, language culture manifests itself on various scales (universal, national, social or personal), each of which has certain specific properties.

1. Golovin, B. N. Fundamentals of the culture of speech: textbook. for universities / B. N. Golovin. - 2nd ed. - M.: Higher. school, 1988. - 319 p.

2. Grigoriev, V. P. Language culture and language policy / V. P. Grigoriev // Society. science and modernity. - 2003. - No. 1. - S. 143-157.

3. Zhilyaeva, O. A. Language culture as a factor in the success of professional activity / O. A. Zhilyaeva // Izv. Ros. state ped. un-ta im. A. I. Herzen. - 2009. - No. 93. - S. 245-249.

4. Kagan, M. S. Introduction to the history of world culture: in 2 books. Book. 1. / M. S. Kagan. - 2nd ed. - St. Petersburg: Petropolis, 2003. -383 p.

5. Culturology: textbook. / ed. Yu. N. Solonin, M. S. Kagan. - M.: Higher. education, 2008. - 566 p.

6. Leontiev, A. A. Fundamentals of psycholinguistics: textbook. for universities / A. A. Leontiev. - M.: Meaning, 1997. - 287 p.

7. Oparina, E. O. Language culture as a subject of public interest / E. O. Oparina // Language and Culture: Sat. reviews. - M.: INION, 1999. - S. 88-108.

8. Russian language: encyclopedia. 2nd ed., revised. and additional / Ch. ed. Yu. N. Karaulov. - M.: Bolshaya grew up. Encycl.: Bustard, 1997. -

9. Sirotinina, O. B. Speech culture / O. B. Sirotinina // Russian language: encyclopedia. / Ch. ed. Yu. N. Karaulov. - 3rd ed. -

Moscow: Bolshaya Ros. Encycl.: Drofa, 2003. - S. 343-347.

10. Linguistics: a large encyclopedia. words. / Ch. ed. V. N. Yartseva. - 2nd ed. - M.: Bolshaya Ros. Encycl., 1998. - 685 p. - (Large encyclopedic dictionaries).

11. Yachin, S. E. Language as a basis and universal model of culture / S. E. Yachin // State, religion, Church in Russia and abroad. - 2010. - No. 1. - S. 14-31.

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Borshcheva Veronika Vladimirovna

FORMATION OF LINGUISTIC CULTURE OF STUDENTS

(on the material of learning English)

13.00.01 - General pedagogy, history of pedagogy and education

dissertations for the degree of candidate of pedagogical sciences

Saratov - 2005

The work was carried out at the Saratov State University named after N.G. Chernyshevsky

scientific adviser

doctor of pedagogical sciences, professor Zhelezovskaya Galina Ivanovna

Official opponents:

Doctor of Pedagogy, Professor Korepanova Marina Vasilievna

candidate of pedagogical sciences, associate professor Mureeva Svetlana Valentinovna

Lead organization

Kazan State Pedagogical University

The defense will take place « Х^ ^ОАЫК^лЯ^_ 2005 at

at a meeting of the dissertation council D 212.243.12 at the Saratov State University named after N.G. Chernyshevsky at the address: 410012, Saratov, st. Astrakhanskaya, 83, building 7, room 24.

The dissertation can be found in the scientific library of the Saratov State University named after N. G. Chernyshevsky.

Scientific Secretary of the Dissertation Council

Turchin G.D.

bxb GENERAL CHARACTERISTICS OF THE WORK

The relevance of research. Modern society dictates ever higher requirements for a person and for all spheres of his life. A person of the III millennium, living in a new information space, should be more competent, educated, informed, versatile erudite, have more developed thinking and intellect. Changes in the life of the world community, the globalization of the worldwide INTERNET network have significantly expanded the possibilities of intercultural communication. Thus, the linguistic culture of a specialist who is professionally proficient in a foreign language is of priority importance, and its formation is a necessary condition for the implementation of the ideas of student-centered education. The current trend of teaching a foreign language in the context of a dialogue of cultures requires a specialist to master the norms of intercultural professionally oriented communication. Achieving a level of general and professional culture that corresponds to the world level as the goal of education is reflected in the State Educational Standard for Higher and Vocational Education, the Law of the Russian Federation on Education and other regulatory documents.

The analysis of modern literature on the issues of language policy in teaching foreign languages ​​indicates an increased need for the integration of culture into the educational process. The theoretical foundations of this problem were studied in the works of I.I. Khaleeva (1989), V.P. Furmanova (1994), S.G. Ter-Minasova (1994), V.V. Oshchepkova (1995), V.V. Safonova (1996), P.V. Sysoeva (1999) and others. A new direction in the studies of the training of future teachers and linguists that has been formed in recent years is focused on the formation of professional competencies that are important from the point of view of intercultural communication (I.I. Leifa, 1995; N. B. Ishkhanyan, 1996; L. B. Yakushkina, 1997; T. V. Aldonova, 1998; G. G. Zhoglina, 1998; E. V. Kavnatskaya, 1998; L. G. Kuzmina, 1998; O E. Lomakina, 1998; G. V. Selikhova, 1998; E. N. Grom, 1999; O. A. Bondarenko, 2000; E. I. Vorobieva, 2000; L. D. Litvinova, 2000; M. V. Mazo, 2000; I.A. Megalova, 2000; S.V. Mureeva, 2001; A.N. Fedorova, 2001; N.N. Grigorieva, 2004; N.N. Grishko, 2004). Quite often, researchers develop the problem of the formation and development of a professional culture of a specialist (G.A. Herzog, 1995; A.A. Kriulina, 1996; A.V. Gavrilov, 2000; O.P. Shamaeva, 2000; L.V. Mizinova, 2001; L.A. Razaeva, 2001; O.O. Annenkova, 2002; N.S. Kindrat, 2002).

It should be noted that among the huge variety of works devoted in general to one topic and written in line with intercultural communication, there are no works on the problems of forming the linguistic culture of specialists - one of the most important aspects of professional training at a university. Thus, it can be argued that there is a contradiction between the growing attention to the problem of studying cultures in the study of languages, modern requirements for

specialists in the field of language,-and-not enough theoretical

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development of this issue. The noted contradiction allows us to formulate the research problem: what are the pedagogical means of forming the linguistic culture of students? This fact determined the choice of the research topic: "Formation of students' linguistic culture".

The relevance of the problem under consideration is determined by:

The object of the research is the process of multicultural education of students at the university.

The subject of the research is the formation of the linguistic culture of students in the process of learning English.

The purpose of the study is the theoretical development and scientific rationale a complex of pedagogical means of forming the linguistic culture of students.

Research hypothesis. The formation of the linguistic culture of students will be successful if:

This process consists of several stages, corresponding to the logic of the development of linguistic culture, and at each of them one of its structural components is singled out as a priority in accordance with their hierarchical subordination: at the first stage, the complex of pedagogical tools is focused on the development of the cognitive component, third, the emphasis shifts towards the motivational-behavioral component and final stage- the personal-creative component will take a leading place in the process of forming the linguistic culture of future specialists;

Teaching a foreign language is a continuous process carried out within the framework of a linguo-socio-cultural approach from the standpoint of intercultural communication; and the author's program for the formation of linguistic culture is based on the didactic principles of a cognitive-activity orientation, situational ™, contrast, axiological orientation, interdisciplinary and interaspect coordination, the principle of a dialogue of cultures and taking into account the characteristics of the subjects of the educational process;

In accordance with the purpose, object, subject and hypothesis, it turned out to be necessary to solve the following research tasks:

1. Clarify the essence of linguistic culture and give a meaningful description of this concept based on scientific and practical analysis of fundamental philosophical, psychological, pedagogical, cultural, methodological and linguodidactic literature.

3. To design a criteria system, an apparatus for diagnosing and evaluating the quality of the formed linguistic culture.

Methodological basis this study were the provisions and a number of conceptual ideas that are reflected in domestic and foreign philosophical, psychological, pedagogical, cultural, methodological and linguodidactic literature:

Works on cultural studies (A. A. Arnoldov, E. Baller, M. M. Bakhtin, S. I. Gessen, B. S. Erasov, A. S. Zapesotsky, F. Klakhon, Yu. M. Lotman, B. Malinovsky, E.Markaryan, T.G.Stefanenko, Z.Freud, M.Heidegger, J.Hofstede, A.Chizhevsky, A.E.Chusin-Rusov, A.Schweitzer, T.Edward);

Pedagogical works (V.I. Andreev, Yu.K. Babansky, A.V. Vygotsky, G.I. Zhelezovskaya, P.I.

Works on the theory and methods of teaching foreign languages ​​(I.A. Zimnyaya, G.A. Kitaygorodskaya, V.P. Kuzovlev, R.P. Milrud, R.K. Minyar-Beloruchev, E.I. Passov, G.V. .Rogova, K.I. Salomatov, J. Harmer, E. Hadley, G. Hudson, S.F. Shatilov);

Works on cultural and socio-cultural foundations of education (E.M. Vereshchagin, V.G. Kostomarov, Yu.N. Karaulov, V.V. Oshchepkova, V.V. Safonova, P.V. Sysoev, S.G. Ter- Minasova, G.D. Tomakhin, V.P. Furmanova, I.I. Khaleeva).

Of great importance for the study of this problem were the theoretical works of foreign scientists on general issues of teaching foreign languages ​​in the context of intercultural communication (H D.Brown, V.Galloway, AOHadley, J.Harmer, M.Meyer, Margaret D.Push, H.Ned Seelye, J.Sheils, G.R.Shirts, S.Stempleski).

The combination of the theoretical and methodological level of research with the solution of applied problems led to the choice of methods adequate to the content, including: theoretical analysis of scientific literature on pedagogy, philosophy, psychology, cultural studies, linguistics, linguodidactics, psycholinguistics, ethnopsychology, sociology; studying the results of students' activities through questionnaires, surveys and testing; forecasting; modeling; method of monitoring the educational process and analysis of student responses; pedagogical experiment; diagnostic method.

The main base for experimental research on the formation of the linguistic culture of students were: Saratov State Socio-Economic University, Pedagogical Institute of Saratov State University. N.G. Chernyshevsky.

The study was conducted over five years from 2000 to 2005 and consisted of three stages. At the first stage (2000-2001), on the basis of the Faculty of Foreign Languages ​​of the Pedagogical Institute of the SSU, exploratory experimental work was carried out to identify the forms and methods of research; philosophical, psychological-pedagogical, linguistic, cultural and methodological literature was studied; observed classes on the practice of English in educational institutions; studied and summarized the experience of teaching a foreign language in the context of intercultural communication and the development of professional culture of language specialists; linguodidactic, cultural and sociocultural material was selected for experimental research; a hypothesis was formulated; research methodology was developed. At the second stage (2001-2004) ascertaining and forming experiments were carried out; the research hypothesis was tested; its primary methodology was adjusted; ways, means and forms of organization of the educational process were determined in order to effectively form the linguistic culture of students. At the third stage (2004-2005) the analysis and generalization of the research results were carried out; theoretical and experimental conclusions were refined; the results of the study were introduced into the practice of the work of universities, schools, lyceums, gymnasiums in the city of Saratov and Engels, conclusions and practical recommendations were formulated.

The scientific novelty of the results of the study lies in the fact that it substantiates the search for ways to solve the problem of forming a linguistic culture among students, which increases their overall level of professional training and contributes to more fruitful and effective professional communication; the content of the components of linguistic culture is concretized and a refined author's definition of this concept is developed: the ability to analyze the culture of native speakers of the studied language and their mentality through linguistic and extralinguistic factors, to form a national-linguistic picture of the studied culture in the process of language acquisition, to assimilate this culture for fruitful intercultural communication, that is conduct a dialogue with representatives of this culture, taking into account all the norms, rules, values ​​established and accepted in it, and acting adequately to the expected cultural models; a theoretical mechanism has been developed, the stages have been identified and a set of pedagogical means for the formation of students' linguistic culture has been determined; the author's program for the formation of students' linguistic culture has been developed, based on didactic principles: cognitive-activity orientation, situationality, contrast, axiological orientation, interdisciplinary and interaspect

coordination; a criterion-diagnostic apparatus for identifying the levels of the formed ™ of linguistic culture (reproductive, productive and research) is proposed.

The theoretical significance of the results of the study lies in the fact that they complement and specify the existing ideas about the essence of linguistic culture and modern approaches to teaching a foreign language, and thus contribute to the development of a holistic concept of the educational process from the standpoint of intercultural communication. The conducted research can serve as an initial theoretical basis for further research in the field of implementing the formation of a professional culture of future specialists.

The practical significance of the results of the dissertation research lies in the fact that it presents a set of pedagogical means of forming the linguistic culture of students, the effectiveness of which has been experimentally tested and confirmed by positive results. The applied value of the proposed research lies in the developed methodological recommendations that can be used in the creation of teaching aids for schools and universities, in the preparation of work programs, curricula, special courses, for planning practical classes in English, as well as for analyzing the effectiveness and ways improving the teaching of a foreign language at the university; within the framework of the work, a teaching aid on text interpretation, an educational and methodological development on communicative grammar, a number of multimedia lectures and presentations of a sociocultural orientation, which are presented on the INTERNET system and can be used for distance learning (www seun gi), plan- a map of the introductory-corrective course, as well as methodological recommendations for ensuring the educational process at the 1st year of the language faculty with additional materials for conducting olympiads according to international standards.

The reliability of the results of the study is ensured by the methodological validity and soundness of the initial theoretical provisions; the adequacy of the logic and methods of research to its subject, goals and objectives; the basis of the main provisions and scientific conclusions on the achievements of pedagogy and methodology, as well as on the daily work and experience of the experimental work of the dissertation student; rational combination of theoretical and experimental research; practical confirmation of the main theoretical provisions by the results of experimental work.

The following provisions are put forward for defense, reflecting the general pedagogical trends in the formation of the linguistic culture of students in the process of learning a foreign language:

1 The concept of "linguistic culture" as a hierarchical, multi-level, polystructural formation, based on a complex mechanism for generating the perception of verbal-thinking action, is the ability

analyze the culture of native speakers of the target language and their mentality through linguistic and extralinguistic factors, form a national-linguistic picture of the studied culture in the process of language acquisition, assimilate this culture for fruitful intercultural communication, that is, conduct a dialogue with representatives of this culture, taking into account all norms and rules , the values ​​established and accepted in it, and acting adequately to the expected cultural patterns.

3. The author's program for the formation of students' linguistic culture, based on the didactic principles of cognitive activity orientation, situationality, contrast, axiological orientation, interdisciplinary and interaspect coordination, and contributing to the preparation of students for intercultural professionally oriented communication in their native and foreign languages.

4. Criteria-diagnostic apparatus that provides monitoring of the quality of the formed linguistic culture.

Approbation of the research results, conclusions and recommendations presented in the work was carried out through discussion of the dissertation materials at the Department of Pedagogy of Saratov State University, at monthly meetings of the methodological association of 1st year teachers under the guidance of a dissertation student, at annual scientific and practical conferences held by the Faculty of Foreign Languages ​​of the Pedagogical Institute of SSU them. N.G. Chernyshevsky (Saratov, 2000-2003), Department of Translation Studies and Intercultural Communication of SGSEU (Saratov, 2003-2005), at the international conferences "English Unites the World: Diversity Within Unity" (Saratov, 2002) and "Didactic, methodological and linguistic foundations of professional oriented teaching of foreign languages ​​at the university” (Saratov, 2003), at a series of seminars organized by the Volga Humanitarian Foundation and the British Council (Samara, 2002), at the All-Russian conference “Problems of Intercultural and Professional Communication” (Saratov, 2004).

The implementation of the research results was carried out in the course of the educational process of higher educational institutions (Pedagogical Institute of the Saratov State University named after N.G. Chernyshevsky, Saratov Socio-Economic University, Balashov branch of the Saratov State University named after N.G. Chernyshevsky).

The structure of the dissertation: the work consists of an introduction, two chapters, a conclusion, a bibliographic list of references and appendices (the total volume of the work is 217 pages). The study is illustrated with 8 tables, 4 diagrams, 7 diagrams. The bibliographic list of literature contains 162 titles, includes interactive sources, as well as 35 works in foreign languages.

The introduction provides a justification for the relevance of the research topic, formulates its problems, purpose, subject, hypothesis and tasks, reveals the methodological basis, research methods, experimental base, describes the main stages of the study, scientific novelty, theoretical and practical significance, reliability and validity of the results, the main provisions submitted for defense are presented, the approbation of the work and the implementation of its results are briefly described.

The first chapter "Formation of linguistic culture as a pedagogical problem" highlights the theoretical prerequisites for the introduction of culture into the process of learning a foreign language, presents an analysis of research on culture as a phenomenon, considers the process of teaching foreign languages ​​from the point of view of intercultural communication, as well as a theoretically substantiated set of pedagogical means of forming students' linguistic culture .

An analysis of the state and problems of intercultural communication led to the conclusion that it has existed since ancient times. Having singled out four stages of learning foreign languages ​​in our country from a chronological point of view, we can say that the sociocultural situation at this stage contributes to the formation and development of a new system of learning a foreign language, that is, from the standpoint of intercultural communication, which is reflected in many educational state standards and programs. The close relationship between culture and education is manifested in one of the basic principles formulated by A. Diesterweg - the principle of "cultural conformity". In the modern methodology of teaching foreign languages, the process of language learning itself is considered as intercultural communication (V.V. Safonova, S. G. Ter-Minasova, V.P. Furmanova, L.I. Kharchenkova).

A thorough study and analysis of works devoted to language, culture, intercultural communication contributed to the expansion and deepening of this study by considering such concepts as mentality, linguistic and cultural pictures of the world, national character, cultural patterns of behavior, national stereotypes, various classifications of cultures, etc. ., that is, everything that is hidden behind the language and requires close attention and study.

The introduction of a cultural component into the practice of teaching foreign languages ​​has been discussed for a long time. Meanwhile, several reasons can be identified that impede this process: the streamlining and global nature of the concept of "culture" prevent a clear structural definition of the primary aspects of culture that need to be taught, the lack of a clear description of how this integration should take place. Thus, teaching culture becomes a personal matter for each individual teacher and depends on many subjective reasons, and although many courses currently offer sufficient

the amount of authentic cultural information, it is still difficult for an individual teacher to take on such a “challenge”. The main problem is that there is no system that allows the teacher to clearly define what aspects of culture, when and how to teach W. Galloway describes the 4 most typical approaches to teaching a foreign culture: the Frankenstein approach (flamenco dancer from this culture, cowboy from another , traditional food from the third); the approach of four "/"" (all components in English begin with the letter "P" - folk dances, festivals, fairs and food); the approach of a tourist guide (monuments, monuments, rivers, cities); information of a cultural nature, often reflecting deep differences between cultures).

Most researchers note that in the process of learning a second language, the student is immediately immediately immersed in another culture, although he begins his acquaintance with it subconsciously. Gradually, the student realizes that the structure of this new culture is different from the culture familiar to him, the one in which he grew up and was brought up. In the process of studying a new culture, the most important thing is not the study of its specificity and structure, but the very process of studying this culture.

As with any other work, motivation is important in the process of learning a language, accepting the culture of its speakers and identifying with it. An analysis of modern domestic and foreign studies on the problems of educational motivation made it possible to single out those types of motivation that most closely reflect the specifics of this type of activity. So, following G. Hudson, 2 types of motivation in language learning are identified: integrative motivation - the desire to integrate with the society whose language is being studied; instrumental motivation - the desire to get something concrete from learning the language (job, higher social position). Instrumental motivation is closest to the motivation of education in general, and integrative motivation takes place with a deeper study of the language and is more productive. Therefore, it is of interest and is of great importance for the formation of linguistic culture.

The foregoing allows us to state that the paramount and most important is the creation of an algorithm for working with foreign-language and foreign-cultural material, owning which the student will be able to independently explore this culture, draw conclusions, make decisions and act in accordance with the norms of this culture.

To understand the essence and specifics of linguistic culture, the following methodological grounds were taken into account, revealing the relationship between general and professional culture:

Linguistic culture is a universal characteristic of a specialist's personality, manifested in various forms of existence;

Linguistic culture is an internalized general culture and performs the function of a specific design of a general culture into the sphere of communicative activity;

Linguistic culture is a systemic formation that includes a number of structural and functional components, has its own organization and has the integrative property of the whole;

The unit of analysis of linguistic culture is communication in a foreign language that is creative in nature;

Features of the formation of the linguistic culture of a specialist are determined by the individual characteristics of the individual.

This allowed us to propose a refined definition of the concept of "linguistic culture". LINGUISTIC CULTURE (hereinafter LC) can be defined as the ability to analyze the culture of native speakers of the target language and their mentality through linguistic and extralinguistic factors, to form a national-linguistic picture of the studied culture in the process of language acquisition, and to assimilate this culture for fruitful intercultural communication, that is conduct a dialogue with representatives of this culture, taking into account all the norms, rules, values ​​established and accepted in it and acting adequately to the expected cultural models.

The knowledge obtained on the basis of the analysis of the state of the problem of the problem made it possible to develop and substantiate the structural model of the LC, the constituent components of which are cognitive, axiological, motivational-behavioral and personal-creative.

The cognitive component consists of the following elements: linguistic, regional and intercultural. Language includes the very possession of a foreign language, knowledge of the mechanisms of its functioning, grammatical rules, phonetic laws, as well as all applied sciences

Stylistics, lexicology, history of language, semantics, etc. This also includes speech and written etiquette, colloquial formulas, slang, that is, this is the linguistic competence of a specialist. Country studies - knowledge about the history, geography, art, science, education, religion of the countries of the language being studied. This is one of the most studied areas in our system of secondary and higher education. Another component of the cognitive component that is relevant for the ongoing research is knowledge of the theoretical foundations of intercultural communication, which allows students to consider the communication process at a deeper level.

The axiological component W is formed by a set of world values ​​created by mankind and included in the process of communication. Here we are talking about knowledge, consideration and the ability to analyze traditions, values, norms of behavior in different cultures when communicating with representatives of these cultures. Along with this, the most important factor is personal culture, since the specialist himself must be the bearer of high moral rules. In linguistic terms, the axiological component is manifested in the possession of the norms of speech etiquette behavior, adequate behavior in various situations of communication, possession of not only the stereotypical language fund, but also taking into account the extralinguistic factor, which includes national mentality, body language and gestures, perception

time and space, knowledge of socio-cultural conditions and rules of behavior and communication.

The motivational-behavioral component is directly related to the positive motivation to learn about other cultures, the desire and desire to communicate with representatives of foreign-speaking communities. The presence of integrative motivation in the study of foreign languages ​​significantly increases the efficiency of their assimilation and has a positive effect on the learning process. The behavioral aspect is directly dependent on the motivational one, since it is motivation that determines the desire for fruitful, tolerant intercultural communication, acceptance of the norms and values ​​of another culture.

The personal-creative component of LC reveals the mechanism of mastering it and its implementation as a creative act. Mastering the values ​​of different cultures, students process and interpret them, which is determined primarily by their personal characteristics. In this learning activity, there is a reassessment and redistribution of personal values, views on life are being revised. In the process of assimilation, acculturation, students form linguistic and cultural pictures of the foreign world, a multicultural linguistic personality is formed. This process is purely individual and depends on many personal characteristics and has a creative nature and essence.

The structural model of linguistic culture is presented in the form of a diagram (Fig. 1) on page 13.

Consideration of the features of the LC structure allows us to determine the necessary ways to solve this problem:

planning for the use of cultural material must be carried out in the same careful way as planning for language material;

the introduction of cultural material must be carried out within the framework of any thematic classes, combining them, if possible, with grammatical material;

activation of all types of speech activity (reading, listening, speaking and writing) when studying cultural information, thus avoiding the presentation of factual information in a "lecture-narrative" form;

the use of cultural information when introducing new vocabulary, focusing students' attention on the connotational meaning of language units and grouping vocabulary into culturally significant groups;

preparation of students for independent study of a foreign culture, education in them of national-cultural tolerance and respect for this culture.

Fig 1 Structural model of linguistic culture

Establishing the optimal ways to form a LC is associated with the choice and definition of didactic principles from the standpoint of a linguosociocultural approach: culturally oriented orientation, cognitive activity orientation, situationality, contrast, axiological orientation, interdisciplinary and interaspect coordination. In our work, the principle of the dialogue of cultures is considered as a core element in teaching a foreign language at the present stage.

The principle of culturally oriented orientation involves the assimilation of knowledge about the "cultural background" and "cultural mode of behavior"

native speakers. Under the cultural background is understood the totality of cultural information, and under the cultural mode of behavior - the totality of behavioral rules and techniques for mastering cultural experience. This principle is one of the main ones for our study, since the focus on foreign cultural specifics is a key aspect of the study.

The principle of cognitive-activity orientation

is directly related to the intellectual activity necessary for mastering a foreign language and cognition of a second cultural reality. The cognitive approach to learning, based on the theory of socioconstructivism, assumes that the student is an active participant in the learning process, who develops his own cognitive style - a way of performing activities, learning about the world. This principle is implemented in the linguo-socio-cultural approach to teaching foreign languages, since students are active participants-researchers in the educational process.

The principle of situationality implies learning based on specific social situations. Among the main components of such a situation, there are: participants in verbal communication, the purpose of communication, sign components of the language, time and place of action. The main principle of situationality is to teach students the ability to determine the component composition of the situation, isolate communicative intentions, communication goals, rules of conduct and form a general idea of ​​native speakers, the social structure of society and cultural traditions. Situations play the role of a channel for presenting cultural information. An important direction for us is a situational analysis on the material of foreign literature and the creation of an atmosphere close to that of a foreign language with the help of videos, slides, maps, catalogs, etc.

Contrast as a learning principle consists in comparing cultures, comparing various artifacts, sociofacts, mentofacts Artifacts mean objects created by people, sociofacts are the ways in which people organize their society and relate to each other, and mentofacts are ideas, beliefs, values ​​of people this society. Teaching a foreign language based on the principle of contrast is associated with the perception of common and different. This is especially clear when considering linguistic pictures of the world.

The principle of axiological orientation is based on the fact that a person's behavior is determined by his ideological attitudes that culture gives him. Comprehension of another culture through the personality of native speakers of this language, their views on life, their worldview enriches the personality and allows dialogue to be carried out at a more productive level when there is no only the assimilation of a certain amount of knowledge, but the comparison of the lifestyle and everyday culture of native speakers with their own.

Interdisciplinary and interaspect coordination is important for any discipline, but for the process of learning foreign languages ​​it is

fundamentally important character In the linguo-socio-cultural approach, language learning comes into contact with such disciplines as socio-, ethno-, psycholinguistics, cultural anthropology, cultural studies, cultural history, cognitive linguistics, regional studies, etc., which opens up the possibility of building learning based on a systematic approach, taking into account the content related disciplines.

Proceeding from this, preference in the work is given to a complex of pedagogical means for the formation of LC of students, which meets the following requirements: pedagogical means must correspond to the content of the educational material and the objectives of the lesson; when selecting them, it is necessary to take into account the specific features of each tool and clearly define their functions in solving educational problems; Pedagogical means should contribute to the activation of the learning activities of students in the classroom, a set of tools should be organically included in the structure of the lesson and the pedagogical process.

After analyzing the approaches and requirements for the means of forming a LC, those that best reflect the specifics and meet the needs of the study are identified. These include: educational gaming activities, printed sources, audiovisual materials as components of a complex of pedagogical means for the formation of students' LC.

Educational gaming activity is an effective means of achieving learning outcomes, as it combines many characteristics that contribute to the favorable assimilation and consolidation of educational foreign language material. is the assimilation and use of social experience by the individual. Social pedagogy considers socialization as a process of assimilation of a certain system of values, norms, patterns, ideas that allow the individual to function as a member of society. Any society and state form a certain type of person that corresponds to the social ideals of this society. Among the types of socialization, there are such as sex-role (mastering adequate models of behavior of the sexes in society), professional (competent participation in various spheres of social life of society), political (formation law-abiding citizens). Since teaching a foreign language in our country is carried out in isolation from the native speaker society, the socializing function of games is extremely relevant. The game gives the student the opportunity to "try on" a certain role, to apply the acquired knowledge in a situation that imitates the real one.

The business game as a form of recreating the subject and social content of the future professional activity of a specialist is of undoubted interest. The features of the business game are the reproduction of a professional environment similar to the real one, the implementation of educational activities on a professional model. In the course of the game, the norms of professional and social actions are mastered, and thus

Thus, it gives us a combination of two most important components - it forms professional skills and performs a socializing function, taking into account a cross-cultural approach. The business game solves several pedagogical problems: the formation of ideas about professional activities; acquisition of problem-professional and social experience; development of theoretical and practical thinking in professional activities; providing conditions for the emergence and formation of professional motivation.

Working with printed sources of information contributes not only to an increase in vocabulary, broadening one's horizons, but also to the acquisition of important reading skills, such as search reading, viewing reading, analytical reading, reading with a critical assessment, etc. Important in working on any type of speech activity is communication with other types, that is, special tasks that combine reading with speaking, writing, listening. It is this relationship that allows you to achieve the best results.

Audio and video materials are the source of the formation of many images and ideas about the country, language, and its speakers. At present, it is superfluous to say that visualization increases the efficiency of mastering the material, this fact is obvious and axiomatic. Among the advantages of their use, the following aspects are distinguished: they illustrate the meaning of lexical units faster and more vividly than oral explanation, and thus save time in the lesson; attract the attention and interest of students; add variety to the course of the lesson; help memorize language associatively.

There are several types of audiovisual materials and visual aids: auditory (various exercises and texts on audio cassettes, records, disks, radio broadcasts); audiovisual (video films); visual (pictures, slides, photographs, postcards, calendars, etc.).

Video is an effective source of various information, its significance is especially great from the point of view of the sociocultural approach, since it conveys not only linguistic forms, emotionality, intonation, facial expressions, gestures, but also reflects everyday life, demonstrates household items, the environment and much of what it represents. of great interest to language learners. There are three types of video materials that can be used in the classroom: 1) recordings of broadcasts broadcast on television; 2) television films created for the mass consumer; 3) instructional video.

Each of these video types has its own advantages and disadvantages. The main distinguishing feature and great advantage of the instructional video is the fact that it is specially created for certain levels, includes interesting stories and can be used for many activities. The use of educational video in the classroom should be combined with the content and educational tasks. Of particular interest to students are stories related to cross-cultural

aspects that are close to them in terms of subject matter and provide ground for the manifestation of creative activity. Video sources can be used with great efficiency, but the most important is the development of necessary and functional types of tasks and exercises. Such a system of tasks should include pre-viewing, post-viewing and tasks during viewing. The main point important for the ongoing research should be the orientation towards the extraction of cross-cultural information.

The second chapter "Experimental verification of the effectiveness of the use of pedagogical means of forming the linguistic culture of students" describes and reveals the logic, content and main stages of the study, provides a scientific and theoretical justification for the use of the selected pedagogical means, and also presents an analysis of the results of the formative experiment.

The formation of the LC goes through several interrelated and interdependent stages in the context of the student's professional and personal development. In this process, four stages have been identified that are not related to the course-based learning process. The most advanced is the fourth stage, during which the full and comprehensive formation of the LC of the future specialist takes place, the ability to deeply analyze the culture and mentality of native speakers of a foreign language develops, as well as to form a linguistic and cultural picture of this culture through linguistic and extralinguistic factors of language. This stage is focused on acquiring professional confidence, an adequate worldview, intercultural communication skills and professional development, preparing students for the real conditions of their future professional activities.

Students of 8 groups of the Faculty of Foreign Languages, studying in 1-4 courses (98 people) took part in the ascertaining experiment.

One of the main tasks of the initial stage of the study was to determine the initial level of the formed LC. The work identifies 3 levels: 1) reproductive; 2) productive; 3) research.

The initial level is the reproductive, or low level of the formed LC, when the main form of linguistic activity is the reproductive reproduction of the studied linguistic information. Students have mastered the elementary knowledge of the language and the communication skills necessary to understand a foreign language, they are able to express their point of view. However, communication takes place without any awareness of cultural specifics, both their own and foreign, as students use models of behavior and perception reality that are characteristic of their native culture in situations requiring consideration of the specifics of a different linguocultural community. They are not able to isolate the foreign cultural in the language and consider all phenomena only from the standpoint of their native culture. Knowledge of a country-specific nature, as well as ideas about a foreign culture, are superficial, more often based on stereotypes and facts taken out of context. Another culture may

perceived as "weird", "exotic", or even "ridiculous". Communication with representatives of a different culture is often difficult due to unawareness and misunderstanding of the socio-cultural aspects in the language. It is difficult for students to interpret the behavior of foreigners, their reactions and actions; often their behavior is judged as rude and ignorant, since only the actual linguistic aspect of communication is taken into account. The main indicators of the first level are: knowledge of the basics of grammar; the ability to use familiar vocabulary to compose a speech statement; the ability to communicate in a foreign language in basic communicative situations; perception of the language only through the prism of one's own culture; ignorance of socio-cultural specifics, inability to isolate it during communication; lack of motivation to learn a foreign language culture; the presence of cultural barriers that prevent effective communication with representatives of foreign cultures.

The second level is productive. At this level of LC development, students are already aware that linguistic units hide the cultural meaning that native speakers put into them. They, having the necessary stock of historical, psychological and sociological information, are able to notice and explain cultural differences between their own and foreign cultures, conduct a comparative analysis of communication situations, identify differences and use this knowledge for more effective communication. lexical and grammatical skills allows them to form communicative competence. The meaning of cultural significance in the language often comes with the introduction of special courses of a sociocultural orientation and personal contacts with foreigners. In-depth and expanded knowledge of a country-specific nature contributes to an increase in the level and quality of motivation for learning a foreign language culture to the level of an integrative one, and the desire to communicate with representatives of a foreign language. However, much of the behavior of carriers of a foreign language culture is still perceived as “irritable, illogical, ridiculous.” Among the indicators of the second level, one can single out: possession of an elementary stock of background knowledge; the ability to isolate socio-cultural aspects, both in texts and in the process of communication; possession of communicative competence, stereotypical language fund, norms of speech etiquette behavior; partial awareness of cultural differences; theoretical knowledge of linguistic cultural specificity; the presence of positive motivation for the knowledge of cultures.

The third, research level of LC is distinguished by fluent professional knowledge of a foreign language in any communicative situations, which provides students with effective communication with representatives of foreign cultures, taking into account all the socio-cultural features of the speech behavior of the participants in the communicative act. Students demonstrate the ability to analyze culturally determined behavior, the mentality of native speakers and

operate according to these models. Thus comes the "acceptance" of culture on an intellectual level. They have clearly formed all aspects of communicative competence, and they actively use the knowledge of extralinguistic phenomena in the language. At the same time, students are able to independently explore the culture and language of its representatives, draw conclusions and react in accordance with them. This means that they are ready to use theoretical knowledge and practical skills productively. The achievement of these aspects, combined with integrative motivation in the study of the language, leads to the manifestation of tolerance towards representatives of other cultures, the internal acceptance of their point of view and the awareness of this fact. This is the level of professional knowledge of a foreign language for effective cooperation with representatives of other cultures. The main indicators of this level: formed lexical and grammatical skills; a large stock of background knowledge; formed communicative competence; a high level of integrative motivation for learning a language and learning a foreign language culture; analytical skills for the study of culture and language; knowledge of the theoretical foundations of intercultural communication and their practical application; manifestation of tolerance towards representatives of foreign cultures; creative use of knowledge in any communication situations.

Diagnosis of LC formation was carried out for each structural component. The data obtained at the ascertaining stage of the experiment are reflected in the diagram (Fig. 2), which shows that most students have a low (reproductive) level of LC. The horizontal axis means LC levels (level 1 - reproductive, Level 2 - productive, Level 3 - research), percentages are indicated on the vertical axis.

1 UZH*,"."» 1 -

Level 1 Level 2 Level 3

Fig. 2 The results of diagnostics of the levels of formation of the LC in the ascertaining experiment

The formative stage of the experiment took place in several directions. The following research methods were used: direct and indirect observation, questioning, conversations, tests, a system of test tasks, the study of extracurricular activities of students (conferences, meetings with foreigners, etc.), an associative experiment and special authoring techniques.

This experiment took place for 2.5 years with students on the basis of the Faculty of Foreign Languages ​​of the Pedagogical Institute of SSU. N.G. Chernyshevsky and Saratov State Socio-Economic University. Experimental work was carried out in natural conditions as part of the educational process. 150 students participated in the formative experiment, which ensured the reliability and validity of the results.

The main principle of the organization of the experiment was the principle of culturally oriented orientation. Educational game activity was a means on the basis of which the entire pedagogical process was built, with the involvement of printed sources and audiovisual materials.

Printed sources, as the main element of any language program, were widely used throughout the experiment. Both special tasks aimed at mastering effective reading strategies, as well as special types of reading, analytical tasks for compiling a sociocultural commentary, and identifying cross-cultural information embedded in the text were used. Working with various types of printed sources resulted in a qualitative change in reading skills and strategies.

The second big block in the formative experiment was educational game activity. The forms of gaming activities varied and were of a phased nature from the most primitive to a serious business game that imitated the professional activities of future specialists. One of the main tasks of using games was to imitate the cultural realities of the countries of the language being studied. Games, as the basis of a communicative technique, were a constant element of classes.

Using games and game situations, we tried to integrate into them the most important and common social moments that can be called "real life" ( real life). They included a variety of social situations - from the simplest (asking something on the street, in a store, in a restaurant) to serious ones (how to behave when applying for a job). At more in-depth stages, a lot of business games were held related to the future professional activities of students. For example, they included conference games, during which students worked in the mode of consecutive or simultaneous translation, replacing each other after a certain period of time.

In the course of the entire formative experiment, audiovisual means were actively used in order to form the JIK of students. In addition to all the traditional teaching materials, an extensive (or independent) listening program has been developed, in which the notes are gradually complicated by the set of vocabulary, grammatical structures, speech speed, as well as the variation in the accent of the speakers. Such a program was used at each stage of training, only the purposes of its application differed. In this case, it was important to develop good listening skills in students. At more advanced levels, the tasks were

more diverse and complex with an emphasis on socio-cultural moments and other cultural specifics.

When using listening, motivation is very important, since often understanding the sound range causes not only difficulties, but also psychological discomfort. In this regard, it is necessary to turn the work with listening into an interesting and close process for students. An analysis of modern foreign educational literature shows that many textbooks and teaching aids include popular and classic songs. These developments were actively used in the course of the study when introducing lexical and grammatical material and for thematic discussions. Additional musical stimulation helps to liberate students in practicing sounds, rhythm, fluency, etc.

The results of testing the level of the formed LC of the students of the experimental groups at the end of the course show (Fig. 3) that, compared with the initial level, it has increased significantly.

III experimental group ■ control group

Level 1 Level 2 Level 3

Fig. 3 The results of diagnostics of the levels of formation of the LC at the end of the forming experiment

Of the total number of subjects, 47% of students demonstrated a high level of LC (research), that is, they are ready to professionally use the knowledge of a foreign language in any communication situations, taking into account its foreign cultural specifics. Not only did their general language level increase (since the students formed communicative competence and demonstrated practical command of the language), but also the level of intercultural competence, knowledge, understanding and consideration of cross-cultural aspects. Many students developed their own style of work, showed a tendency to analytical tasks and research work. Students who reached this level studied according to the author's program for at least 2 years, and for the most part, by the end of the formative experiment, they were students of 4-5 courses, so their progress led to such results. Those who participated in the experiment only for a year (there were also such subjects), at the time of the final testing, entered the second group 49% of the students reached a productive level and also show changes in the quality of the LC formation, however, to a lesser extent. These students predominantly have knowledge of the basics of intercultural communication,

have a certain stock of background knowledge, but their communicative competence does not reach the level at which they would be able to freely communicate with foreign representatives at the international level. They often lack language knowledge and skills more than intercultural ones. And only 4% of students remained at the same low level of foreign language proficiency and LC, respectively. In the control groups, the situation did not change significantly, and the majority of students (68%) who studied according to the traditional scheme have a low level of LC (reproductive). Almost a third of students (27%) from the control groups have reached a productive level of formed LC. The presence of a research level was demonstrated by only 5% of students studying in control groups. This proves the effectiveness of the applied set of pedagogical tools, as well as the fact that an in-depth study of a foreign language from the standpoint of intercultural communication should be started from the very beginning of the course of study.

In the conclusion of the study, the results are summarized, the results are summed up, which made it possible to confirm the validity of the hypothesis put forward and the solution of the tasks set, the main conclusions are formulated, and prospects are outlined. further developments related to the research problem.

The results obtained allowed us to draw the following conclusions:

1. The study of the issue of the formation of the linguistic culture of students in the process of learning a foreign language solves one of the urgent tasks of modern pedagogy, as it contributes to a deeper and more comprehensive training of specialists in the field of intercultural communication.

2. Linguistic culture, which has a complex structure and includes highly developed cognitive processes, a base of linguistic and non-linguistic knowledge and skills, allows an individual to conduct a fruitful dialogue with representatives of a foreign language culture, as it gives him the ability to analyze their culture and mentality through linguistic and extralinguistic factors, and respond appropriately to expected cultural patterns.

3. Pedagogical means that predetermine the success of the formation of the linguistic culture of students are productive educational gaming activities, a variety of printed sources and audiovisual materials. The proposed set of pedagogical tools stimulates interest in the language, enhances motivation, activates speech-thinking activity, improves the culture of speech communication, equips students not only with theoretical knowledge, but also with the ability to analyze communication situations and act in accordance with expected cultural models. The applied complex of pedagogical means for the formation of students' LC contributes to the formation and development of an autonomous style of activity, increasing their research potential, as well as increasing and changing the quality of motivation in the study of the language and culture of its speakers from

instrumental to integrative, which meets modern requirements for specialists who are professionally proficient in a foreign language.

4. The author's program for the formation of the linguistic culture of students is based on the didactic principles of cognitive-activity orientation, situationality, contrast, axiological orientation, inter-subject and inter-aspect coordination and maximum consideration of the characteristics of the subjects of the educational process, which contributes to a more harmonious development of the individual.

5. The developed criteria system and diagnostic apparatus for evaluating the results of the formation of the linguistic culture of students make it possible to establish the level of their readiness for professional activities and communication with representatives of foreign cultures.

Thus, the tasks of the study are solved, the hypothesis put forward by us is confirmed.

In the course of the study and comprehension of its results, new problems have emerged, the solution of which includes: the development of a clear system for the implementation and integration of socio-cultural aspects, a unified methodological basis for teaching foreign languages ​​in the context of intercultural communication, further theoretical and methodological study of the means of forming linguistic culture. A more complete and in-depth development of the mechanisms for the formation of linguistic culture, the technology of its formation, methods for monitoring and diagnosing the quality of its formation, as well as a set of training programs on the practice of a foreign language, focused on the importance of intercultural specificity, seems to be relevant.

The main provisions and results of the study are reflected in the following publications of the author:

1. Borshcheva V.V. Problems of Formation of Linguistic Culture of Students in Studying a Foreign Language at a Higher Educational Institution // Professionally Oriented Teaching of Foreign Languages ​​at a Higher School. - Saratov: SSEU, 2002. - S. 20-30.

2. Borshcheva V.V. Linguistic and cultural aspect in teaching foreign languages ​​at the university // Teaching technologies and teacher's creative potential. - Saratov: Publishing House of SGU, 2002. - S. 195-199.

3. Borshcheva V.V. Cultural environment in teaching foreign languages ​​in the context of intercultural communication // Pedagogy. Issue 4 Interuniversity. collection of scientific papers. - Saratov: Nadezhda Publishing House, 2002. - S. 202-205.

4. Borshcheva V.V. Cultural aspect in teaching foreign languages// Didactic, methodological and linguistic problems of professionally oriented teaching of foreign languages ​​at the university: Collection of scientific papers based on the materials of the international conference. - Saratov: SSEU, 2003. - S. 11-13.

5. Borshcheva V.V. Influence of the cultural environment on the style of teaching students // Social and economic development of Russia: Problems, searches, solutions: Sat. scientific tr. according to the results of research work of the SSEU in 2003 - Saratov: SSEU, 2004 - P. 3-5.

6. Borshcheva V.V. Problems of integration of culture in the process of teaching a foreign language at a university // Problems of intercultural and professional communication: Proceedings of the all-Russian scientific and practical conference. 03/26/2004 - Saratov: SSEU, 2004. - S. 1519.

7. Borshcheva V.V. Pedagogical principles of formation of students' linguistic culture // Implementation of globalization trends in lifelong education: Sat. scientific articles / Ed. IN AND. Ivanova, V.A. Shiryaeva - Saratov: FGOU VPO "Saratov State Agrarian University", 2004. - S. 25-29.

8. Zhelezovskaya G.I., Borshcheva V.V. Formation of Linguistic Culture of Students: Monograph. - Saratov: Scientific book, 2005. - 104 p.

Borshcheva Veronika Vladimirovna

FORMATION OF LINGUISTIC CULTURE OF STUDENTS

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Dissertation content author of a scientific article: candidate of pedagogical sciences, Borshcheva, Veronika Vladimirovna, 2005

INTRODUCTION

CHAPTER I. FORMATION OF LINGUISTIC CULTURE AS A PEDAGOGICAL PROBLEM.

§one. Essential and content characteristics of linguistic culture.

1.1. The phenomenon of culture as a social phenomenon.

1.2.Dialogue of cultures and intercultural communication.

1.3. Extralinguistic factors and linguistic culture.

§2. Pedagogical means of forming students' linguistic culture.

2.1.Cultural component, strategies and principles of its implementation.

2.2. Educational game activity and its role in the formation of linguistic culture.

2.3. The role and place of printed sources in the process of formation of linguistic culture.

2.4. The use of audiovisual materials as a means of forming a linguistic culture.

Conclusions on the first chapter.

CHAPTER II. EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF THE USE OF PEDAGOGICAL TOOLS FOR FORMING STUDENTS' LINGUISTIC CULTURE.

§ 1. Logic and main stages of research. .

1.1 Criteria and diagnostics of students' linguistic culture formation.

1.3. Formative stage of the experiment.

§2. Analysis of the results of the use of pedagogical means of forming the linguistic culture of students.

Conclusions on the II chapter.

Dissertation Introduction in pedagogy, on the topic "Formation of students' linguistic culture"

Modern society dictates ever higher requirements for a person and for all spheres of his life. A person of the III millennium, living in a new information space, should be more competent, educated, informed, versatile erudite, have more developed thinking and intellect. Changes in the life of the world community, the globalization of the worldwide INTERNET network have significantly expanded the possibilities of intercultural communication. Thus, the linguistic culture of a specialist who is professionally proficient in a foreign language is of priority importance, and its formation is a necessary condition for the implementation of the ideas of student-centered education. The modern trend of teaching a foreign language in the context of a dialogue of cultures requires a specialist to master the norms of intercultural professionally oriented communication. Achieving a level of general and professional culture that corresponds to the world level as the goal of education is reflected in the State Educational Standard for Higher and Vocational Education, the Law of the Russian Federation on Education and other regulatory documents.

The analysis of modern literature on the issues of language policy in teaching foreign languages ​​indicates an increased need for the integration of culture into the educational process. The theoretical foundations of this problem were studied in the works of I.I. Khaleeva (1989), S.G. Ter-Minasova (1994), V.P. Furmanova (1994), V.V. Oshchepkova (1995), V.V. Safonova (1996), P.V. Sysoeva (1999) and others. A new direction in the studies of the training of future teachers and linguists that has been formed in recent years is focused on the formation of professional competencies that are important from the point of view* of intercultural communication. In language pedagogy, the number of such works has increased significantly (I.I. Leifa, 1995;

H.B. Ishkhanyan, 1996; L.B. Yakushkina, 1997; T.V. Aldonova, 1998; G.G. "Zhoglina, 1998; E.V. Kavnatskaya, 1998; L.G. Kuzmina, 1998; OE Lomakina, 1998; G.V. Selikhova, 1998; E.N. Grom, 1999; OA Bondarenko, 2000; E.I. Vorobieva, 2000; L. D. Litvinova, 2000; M. V. Mazo, 2000; I. A. Megalova, 2000; CB Mureeva, 2001; A. Fedorova, 2001; H. H. Grigoryeva, 2004; H. H. Grishko, 2004). Quite often, researchers develop the problem of the formation and development of a professional culture of a specialist (G.A. Herzog, 1995; A.A. Kriulina, 1996; A.V. Gavrilov, 2000; (9.77. Shamaeva, 2000; L.V. Mizinova, 2001; L.A. Razaeva , 2001; O. O. Annenkova, 2002; NS Kindrat, 2002).

A new specialty “Linguistics and intercultural communication” has appeared in higher educational institutions of our country. Almost every university has a department of intercultural communication that trains specialists in this field. The development of linguoculturological literature has become one of the priority areas in the publication of educational and methodological literature for schools and universities. Recently, a large number of serious linguistic and cultural dictionaries, reference books, manuals have been published, such as "The Longman Dictionary of English Language and Culture" (1992), "The Dictionary of Cultural Literacy" (ED Hirsch, Jr., et al, 1998), "From A to Z of British Life (Dictionary of Britain)" (A. Room, 1990) and others. Periodicals also cover this direction quite widely. Thus, since 1993, the scientific and methodological journal "Foreign Languages ​​at School" has had a special column "Culture of the English Language Countries", covering various areas of cultural life in Great Britain, the USA, Canada, New Zealand, and Australia. All this allows us to talk about the importance of learning a foreign language through the prism of culture.

It should be noted that among the huge variety of works devoted in general to one topic and written in line with intercultural communication, there are no works on the problems of forming the linguistic culture of specialists - one of the most important aspects of professional training at a university. Thus, it can be argued that there is a CONTRADICTION between the growing attention to the problem of studying cultures in the study of languages, modern requirements for specialists in the field of language, and insufficient theoretical development of this issue. In pedagogical universities, when preparing specialists, the emphasis is placed to a greater extent on the possession of pedagogical skills, knowledge of the methods of teaching foreign languages; in the preparation of linguists and translators, first of all, attention is paid to language skills. The linguistic and cultural aspect of the program in a foreign language is implemented mainly in various special courses, special seminars, disciplines of specialization, such as: regional studies, typology, painting, art, literature of the countries of the studied language, etc. However, the disclosure of the national and cultural features of modern life in the countries of the studied languages ​​is not sufficient for in-depth comprehensive training of qualified specialists. Improving language skills is impossible without the formation of knowledge about the specific socio-cultural conditions for the functioning of the language.

For a more fruitful dialogue with representatives of other countries, it is very important to know the peculiarities of their character and worldview, which are determined by the origin, history of the country, the education system, moral principles, way of life, and linguistic policy. The noted contradiction allows us to formulate the research PROBLEM: what are the pedagogical means and principles of the formation of students' linguistic culture? This fact determined the choice of the RESEARCH TOPIC: "Formation of students' linguistic culture".

In this study, an attempt is made, based on the analysis of philosophical, psychological-physiological, pedagogical, methodological, cultural, sociolinguistic and linguodidactic concepts, to determine the pedagogical means of forming the linguistic culture of students, to identify the essence and specificity of linguistic culture.

The RELEVANCE of the problem under consideration is determined by:

Social order for an intellectual personality with a high level of linguistic culture;

The need to improve the existing system of training language specialists;

The importance of developing and applying a set of pedagogical tools for the formation of the linguistic culture of future specialists;

The need for purposeful integration of various aspects of intercultural communication into the theory and practice of teaching a foreign language at the present stage.

THE OBJECT OF THE STUDY is the process of multicultural education of students at the university.

SUBJECT OF RESEARCH - the formation of the linguistic culture of students in the process of learning English.

THE PURPOSE OF THE RESEARCH is the theoretical development and scientific substantiation of a complex of pedagogical means for the formation of students' linguistic culture.

HYPOTHESIS OF THE RESEARCH. The formation of the linguistic culture of students will be successful if:

This process consists of several stages corresponding to the logic of the development of linguistic culture, and at each of them one of the structural components will be singled out as a priority in accordance with their hierarchical subordination: at the first stage, the complex of pedagogical tools is focused on the development of the cognitive component, at the second - the axiological, at the third stage, the emphasis shifts towards the motivational-behavioral component, and at the final stage, the personality-creative component will take a leading place in the process of forming the linguistic culture of future specialists;

Teaching a foreign language is a continuous process carried out within the framework of a linguo-socio-cultural approach from the standpoint of intercultural communication; and the author's program for the formation of linguistic culture is based on the didactic principles of cognitive-activity orientation, situationality, contrast, axiological orientation, inter-subject and inter-aspect coordination, the principle of a dialogue of cultures and taking into account the characteristics of the subjects of the educational process;

Monitoring of both the results and the process of students' advancement to a high level of knowledge of linguistic culture is carried out.

In accordance with the purpose, object, subject and hypothesis, it turned out to be necessary to solve the following RESEARCH TASKS:

1. Clarify the essence of the concept of linguistic culture and give a meaningful description of this concept based on scientific and practical analysis of fundamental philosophical, psychological, pedagogical, linguodidactic and methodological literature.

2. To reveal the features of the formation of the linguistic culture of students in the process of studying a foreign language at the university.

3. To design a criteria system, an apparatus for diagnosing and evaluating the quality of the formation of a linguistic culture.

4. To carry out a wide approbation and implementation of the results of theoretical and experimental research on the formation of linguistic culture in the conditions of university education.

The METHODOLOGICAL BASIS of this study was the provisions and a number of conceptual ideas reflected in domestic and foreign philosophical, psychological-pedagogical, methodological and linguodidactic literature:

Proceedings in Cultural Studies (AA Arnoldov, E. Baller, M.M. Bakhtin, S.I. Gessen, B.S. Erasov, AC Zapesotsky, F. Klakhohn, Yu.M. Lotman, B. Malinovsky, E. Markaryan, T. G. Stefanenko, 3. Freud, M. Heidegger, J. Hofstede, A. Chizhevsky, A. E. Chusin-Rusov, A. Schweitzer, T. Edward);

Pedagogical works (V.I. Andreev, Yu.K. Babansky, A.V. Vygotsky, G.I. Zhelezovsky, P.I. Pidkasisty, I.P. Podlasy, V.A. Slastenin, S.D. Smirnov);

Works on the theory and methods of teaching foreign languages ​​(I.A. Zimnyaya, G.A. Kitaigorodskaya, V.P. Kuzovlev, R.P. Milrud, R.K. Minyar-Beloruchev, E.I. Passov, G.V. Rogova, K.I. Salomatov, J. Harmer, G. Hudson, E. Hadley, S.F. Shatilov);

Works on cultural studies and socio-cultural foundations of education (E.M. Vereshchagin, V.G. Kostomarov, Yu.N. Karaulov, V.V. Oshchepkova, V.V. Safonova, P.V. Sysoev, S.G. Ter- Minasova, G.D. Tomakhin, V.P. Furmanova, I.I. Khaleeva).

Of great importance for the study of this problem were the theoretical works of foreign scientists on general issues of teaching foreign languages ​​in the context of intercultural communication (HD Brown, V. Galloway, A.O. Hadley, J. Harmer, M. Meyer, Margaret D. Push, H. Ned Seelye, J. Sheils, G. R. Shirts, S. Stempleski).

The combination of the theoretical and methodological level of research with the solution of applied problems led to the choice of METHODS adequate to the content, including: theoretical analysis of scientific literature on pedagogy, philosophy, psychology, cultural studies, linguistics, psycholinguistics, ethnopsychology, sociology; studying the results of students' activities through questionnaires, surveys and testing; forecasting; modeling; method of monitoring the educational process and analysis of student responses; pedagogical experiment; diagnostic method.

The main BASE OF EXPERIMENTAL RESEARCH on the formation of the linguistic culture of students were: Saratov State Socio-Economic University and the Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky.

At different stages of experimental work, about 300 students, pupils, teachers and teachers participated in the study.

LOGIC AND STAGES OF THE RESEARCH: the study was conducted over five years from 2000 to 2005 and consisted of three stages.

AT THE FIRST STAGE (2000-2001), on the basis of the Department of English of the Faculty of Foreign Languages ​​of the Pedagogical Institute of SSU, exploratory experimental work was carried out to identify the forms and methods of research; philosophical, psychological-pedagogical, linguistic, cultural and methodological literature was studied; observed classes on the practice of English in educational institutions; studied and summarized the experience of teaching a foreign language in the context of intercultural communication and the development of professional culture of language specialists; linguodidactic, cultural and sociocultural material was selected for experimental research; a hypothesis was formulated; research methodology was developed.

AT THE SECOND STAGE (2001-2004) ascertaining and forming experiments were carried out. At this stage, the research hypothesis was tested; its primary methodology was adjusted; criteria indicators were developed, the main characteristics of the levels of formation of linguistic culture; surveys, testing, interviews were conducted; ways, means, forms and principles of organization of the educational process were determined in order to effectively form the linguistic culture of students.

AT THE THIRD STAGE (2004-2005) the analysis and generalization of the research results were carried out; theoretical and experimental data were refined and systematized; the results of the study were introduced into the practice of the work of universities, schools, lyceums, gymnasiums in the cities of Saratov and Engels. The main conclusions and practical recommendations were formulated.

SCIENTIFIC NOVELTY of the results of the study lies in the fact that it substantiates the search for ways to solve the problem of forming a linguistic culture among students, which increases their overall level of professional training and promotes more fruitful and effective professional communication; the content of the components of linguistic culture is concretized and a refined author's definition of this concept is developed: the ability to analyze the culture of native speakers of the target language and their mentality through linguistic and extralinguistic factors, to form a national-linguistic picture of the studied culture in the process of language acquisition, and to assimilate this culture for fruitful intercultural communication, that is, to conduct a dialogue with representatives of this culture, taking into account all the norms, rules, values ​​established and accepted in it, and acting adequately to the expected cultural models; a theoretical mechanism has been developed, the stages have been identified and a set of pedagogical means for the formation of students' linguistic culture has been determined; the author's program for the formation of students' linguistic culture has been developed, based on didactic principles: cognitive-activity orientation, situationality, contrast, axiological orientation, interdisciplinary and interaspect coordination; a criteria-diagnostic apparatus for identifying the levels of formation of linguistic culture (reproductive, productive and research) is proposed.

THEORETICAL SIGNIFICANCE of the work lies in the fact that the results obtained complement and concretize the existing ideas about the essence of linguistic culture and modern approaches to teaching a foreign language and thus contribute to the development of a holistic concept of the educational process from the standpoint of intercultural communication. The conducted research can serve as an initial theoretical basis for further research in the field of implementing the formation of a professional culture of future language specialists.

THE PRACTICAL SIGNIFICANCE of the results of the dissertation research lies in the fact that it presents a complex of pedagogical means of forming the linguistic culture of students, the effectiveness of which has been experimentally tested and confirmed by positive results. The applied value of the proposed research lies in the developed methodological recommendations that can be used in the creation of teaching aids for schools and universities, in the preparation of work programs, curricula, special courses, for planning practical classes in English, as well as for analyzing the effectiveness and ways improving the teaching of a foreign language at the university; within the framework of the work, a teaching aid on the interpretation of the text "Reading and Discussing Short Stories: Step by Step", an educational and methodological development on communicative grammar "Comparing English Tenses: Grammar in Use", a number of multimedia lectures-presentations of a sociocultural orientation, which are presented on the INTERNET system and can be used for distance learning (www. seun.ru), a plan-map of the introductory remedial course, and also developed guidelines for ensuring the educational process in the 1st year of the Faculty of Languages ​​with additional materials for conducting Olympiads according to international standards.

RELIABILITY of the obtained results of the study is ensured by the methodological validity and argumentation of the initial theoretical provisions; the adequacy of the logic and methods of research to its subject, goals and objectives; the basis of the main provisions and scientific conclusions on the achievements of pedagogy and methodology, as well as on the daily work and experience of the experimental work of the dissertation student; rational combination of theoretical and experimental research; practical confirmation of the main theoretical provisions by the results of experimental work.

THE FOLLOWING PROVISIONS, THAT REFLECTING THE GENERAL PEDAGOGICAL TRENDS IN THE FORMATION OF THE LINGUAL CULTURE OF STUDENTS IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE, ARE SUBMITTED FOR DEFENSE:

1. The concept of "linguistic culture" as a hierarchical, multi-level, polystructural formation based on a complex mechanism for generating the perception of verbal-thinking action, which is the ability to analyze culture< носителей изучаемого языка и их ментальность через лингвистические и экстралингвистические факторы, формировать национально-языковую картину изучаемой культуры в процессе усвоения языка, а также ассимилировать данную культуру для плодотворной межкультурной коммуникации, то есть вести диалог с представителями этой культуры, принимая во внимание все нормы, правила, ценности, установленные и принятые в ней, и действуя адекватно ожидаемым культурным моделям.

2. A set of pedagogical tools that ensures the successful formation of a linguistic culture, including educational gaming activities, audiovisual materials, and printed sources.

3. The author's program for the formation of students' linguistic culture, based on the didactic principles of cognitive activity orientation, situationality, contrast, axiological orientation, interdisciplinary and interaspect coordination, and contributing to the preparation of students for intercultural professionally oriented communication in their native and foreign languages.

4. Criteria-diagnostic apparatus that provides monitoring of the quality of the formation of linguistic culture.

APPROBATION of the research results, conclusions and recommendations set forth in the work was carried out through discussion of the dissertation materials at the Department of Pedagogy of Saratov State University, at monthly meetings of the methodological association of 1st year teachers under the guidance of a dissertation student, at annual scientific and practical conferences held by the Faculty of Foreign Languages ​​of the Pedagogical Institute of SSU them. N.G. Chernyshevsky (Saratov, 2000-2003), at intra-university conferences held by the Department of Translation Studies and Intercultural Communication of the SGSEU (Saratov, 2003-2004), at the international conferences "English Unites the World: Diversity Within Unity" (Saratov, 2002) and "Didactic, methodological and linguistic foundations of professionally oriented teaching of foreign languages ​​at the university" (Saratov, 2003), at a series of seminars organized by the Volga Humanitarian Foundation and the British Council (Samara, 2002), at the All-Russian conference "Problems of intercultural and professional communication", organized on the basis of the department Translation Studies and Intercultural Communication SGSEU (Saratov, 2004).

IMPLEMENTATION of the results of the study was carried out in the course of the educational process of higher educational institutions (Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky, Socio-Economic University, Balashov branch of Saratov State University named after N.G. Chernyshevsky).

STRUCTURE OF THE THEsis: the work consists of an introduction, two chapters, a conclusion, a bibliographic list of references and appendices.

Dissertation conclusion scientific article on the topic "General Pedagogy, History of Pedagogy and Education"

As a result of the research, it seems possible to draw the following general conclusions:

1. The study of the formation of the linguistic culture of students in the process of learning a foreign language solves one of the urgent problems of modern pedagogy, as it contributes to a deeper and more thorough training of specialists in the field of intercultural communication.

2. Linguistic culture, which has a complex structure and includes highly developed cognitive processes, a base of linguistic and extralinguistic knowledge and skills, allows an individual to conduct a more fruitful dialogue with representatives of a foreign language culture, as it gives him the ability to analyze their culture and mentality through linguistic and extralinguistic factors , and respond appropriately to expected cultural patterns.

3. Pedagogical means that predetermine the success of the formation of the linguistic culture of students are productive educational gaming activities, a variety of printed sources and audiovisual materials. The proposed set of pedagogical tools stimulates interest in the language, enhances motivation, activates speech-thinking activity, improves the culture of speech communication, equips students not only with theoretical knowledge, but also with the ability to analyze communication situations and act in accordance with expected cultural models. The applied set of means for forming students' LC contributes to the formation and development of an autonomous style of activity, increasing their research potential, as well as increasing and changing the quality of motivation when learning the language and culture of its speakers from instrumental to integrative, which meets modern requirements for specialists in the field of language.

4. The author's program for the formation of students' linguistic culture is based on the didactic principles of cognitive-activity orientation, situationality, contrast, axiological orientation, inter-subject and inter-aspect coordination, as well as maximum consideration of the characteristics of the subjects of the educational process, which contributes to a more harmonious development of the individual.

5. The developed criteria system and diagnostic apparatus for evaluating the results of the formation of LC of students make it possible to establish the level of their readiness for professional activities and communication with representatives of foreign cultures.

The results of the study do not provide definitive answers to the question of what is the only true philosophy of forming the linguistic culture of students who are professionally proficient in a foreign language. We tried to prove that the use of foreign language cultural material, a communicative approach to learning and the construction of a program taking into account all the numerous and diverse aspects of intercultural communication are of paramount importance in the development of this problem.

Linguistic culture requires a specially organized psychological and pedagogical environment for its formation. The following factors contribute to its formation: students study the basics of intercultural communication as early as possible, from the first year of study at the university, and ideally from school; systematic individual and collective work with authentic foreign language and foreign cultural material on the assimilation of such disciplines as general linguistics, regional studies, literary criticism, lexicology, lexicography, MHC, stylistics, text interpretation; creation of a developing educational environment; communicative approach to learning.

Despite the fact that at present a lot is said about the professional knowledge of a foreign language, professionally oriented communication, intercultural communication, the importance of taking into account culture in communication and learning, there is still no clear system, a developed structure, a clear description of how exactly one should train to achieve these goals. Neither domestic textbooks nor foreign authentic courses offer a 100% effective foreign language training program for fruitful professional intercultural communication. This direction is currently the most promising and relevant. This work is one of the steps towards solving the problem, and, of course, requires further deepening, during which a unified methodological basis for teaching foreign languages ​​in the context of intercultural communication should be developed.

The set of means for forming linguistic culture that we have proposed contributes to the intensification of the learning process, aims students at foreign cultural specifics, cross-cultural aspects, theoretically and practically enriches them with knowledge, skills and abilities, instills autonomy in the performance of activities and forms an individual style of work. It also helps to form a high culture of students' personality, a culture of verbal and non-verbal communication, develops tolerance towards representatives of other peoples and the ability to communicate with them, taking into account the peculiarities of their mentality and culture. With this approach, learning is directly related to the formation of interest in the language, positive motivation and increasing the efficiency of students mastering lexical and grammatical material.

In the course of the dissertation research, the proposed working hypothesis received theoretical and experimental confirmation. The set of pedagogical tools used by us has been tested and tested on specific educational material in the conditions of university teaching a foreign language. The obtained results of the study give grounds for the conclusion about the feasibility of introducing research materials into the mass practice of teaching students foreign languages. Along with this, in the course of conducting and comprehending the results of the study, a number of problems have emerged that require further consideration. A more complete and in-depth development of the mechanisms for the formation of linguistic culture, the technology of its formation, methods for monitoring and diagnosing the quality of its formation, as well as a set of training programs on the practice of a foreign language, focused on the importance of intercultural specificity, seems to be relevant.

CONCLUSION

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146 STANDARDS FOR FOREIGN LANGUAGE LEARNING (1996)1. communication

147. Communicate In Languages ​​Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

148. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

149. Standard 1.3: Students present information, concepts, and ideas to an audience oflisteners or readers on a variety of topics.1. Cultures

150. Gain Knowledge And Understanding Of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

151. Standard 2.2: Students demonstrate an understanding of the relationship between the products and the perspectives of the cultures study.1. connection

152. Connect With Other Disciplines And Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

153. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.1. Comparison

154. Developing Insight Into The Nature Of The Language And Culture Standard 4.1: Students demonstrate understanding of the nature of language through the comparisons of the language studied and their own.

155. Standard 4.2: Students demonstrate understanding of the concept of culture through ♦ the comparisons of the cultures studied and their own.1. Communities

156. Answer the following questions. You have 3 minutes.

157. Where do you come from? Have you always lived here/there? What do you like best in your house? Which is your favorite possession and why? Would you like to change anything about the place of living?

158. Have you got a big family? How can you characterize your relationship with your parents, brothers/sisters, other close relatives? Who is the closest to you? Would you like to change anything about the relationships?

159. Have you got many friends? Who is your best friend and how long have you known him/her? What is the most memorable thing about your friend?

160. Have you got any hobby? What do you think about people who have/don't have hobbies? What extraordinaiy hobby would you like to have if you had time and opportunity?

161. How often do you go to the cinema? What kind of movies do you like? Would you like to star in a film? What part would you like to play and why? Part 2. Dialogue.1. You have 4 minutes.

162. Talk to another student about your favorite kind of music.

163. Discuss different kinds of sports with another student, mention their advantages and disadvantages.

164. Talk to other student about your favorite actor/actress.

165. Discuss the latest fashion in clothes with another student.

166. Discuss the important leadership qualities with another student.1. Part 3. Dialogue.1. You have 4 minutes.

167. Talk to other students about the place to go after the lesson to have a rest and chat a little.

168. Talk to other students about your favorite film and decide together which film to watch tonight.

169. Talk to other students about the weekend. You all like doing something active, suggest an idea and decide what exactly to do.

170. You "d like to have a party at home on Saturday. You need to cook something. Talk to other students about the food and decide what to cook.

171. You "d like to change your hair style. Talk to other students about it, ask for their advice and then make a decision.

172. Fundamentals of intercultural communication

173. The process of inculturation occurs) in the study of the native languageb) in the study of a foreign languagec) in the study of a foreign culture

174. Representatives of a polychronic culture

175. Non-verbal communication conveys a) cognitive meaning b) affective meaning c) connotative meaning

176. According to the classification of J. Hofstede, Russia can be characterized as a) individualistic cultureub) collectivist culturev) public culture

177. The hypothesis of linguistic relativity was put forward by a) E. Sapir and B. Wharfomb) J. Hofstedomc) D. Crystal

178. Highly hierarchical cultures are distinguished by) equal rightsb) orientation to the future c) strict class division

179. Test for knowledge of regional information (USA) Part 1 History and Geography1. The USA is.1. A. a federal republic

180. B. a constitutional monarchy. C. a republic2. The USA consists of.1. A. 50 states1. B.51 states

181. C. 50 states and 1 district

182. The capital of the USA is .1. A. New York1. B. Los Angeles1. C.Washington

183. The major official holiday, Independence Day is on.1. A. June, 41. B. July 121. C. July 45. On the flag there are .

184. A. 50 stars and 50 stripes

185. B. 50 stars and 13 stripes

186. C. 51 stars and 50 stripes

187. The first US president was .1. A. Thomas Jefferson1. B. George Washington1. C. Abraham Lincoln

188. The symbol of the Democratic party is .1. A. a donkey1. B. an elephant1. C. an eagle8. The "Big Apple" is .1. A. California1. B. Boston1. C. New York

189. The Great Depression was in.1. A. the 1930s1. B. the 1950s1. C. the 1980s

190. The author of the Declaration of Independence was .1. A. Thomas Jefferson1. B. George Washington1. C. Abraham Lincoln11 .Election Day a legal holiday which is held every 4 years falls on . in November.

191. A. The Declaration of Independence. B. The Constitution1. C. The national anthem

192. The largest state in the USA is .1. A. California1. B. Texas1. C. Alaska15.The smallest state is .1. A. Rhode Island1. B. Hawaii1. C. Connecticut1. Part 2 People and Culture

193. Which sport is considered to be the national passion for Americans?1. A. basketball1. B. baseball1. C.football

194. What are the ingredients of the traditional Thanksgiving dinner?1. A. Pumpkin pie and turkey

195. B. Sandwiches and hot dogs. C. Pop corn and barbecue

196. What is written on an American banknote? A. Im Plurumbum Unum1. B. In God We Trust1. C. God Bless America

197. Where would you expect to see the notice "Sold Out"? A. in a shop1. B. in a hotel1. C. outside the cinema

198. What does if mean if there is An American flag outside someone's house during any political conflict?

199. A. people support the government. B. people like their flag

200. C. people show they are patriots

201. What question would be considered inappropriate in a conversation?

202. A. What countries have you been to? B. How much do you earn?1. C. Where do you live?

203. What is called a "bread-and-butter" letter?

204. A. a letter asking for help. B. a thank you letter1. C. an invitation letter

205. Which is an unlucky superstition?

206. A. to laugh before breakfast1. B. to see a cat1. C. to walk under a ladder

207. What is a popular place in New York to celebrate New Year? A. Brooklyn Bridge1. B. Manhattan1. C. Times Square

208. Which of the following notices is not for drivers?

209. A. One Way Mon-Sat 8am-6.30pm1. B. Dead Slow1. C.No cycling11. Who was Lawrence Welk?

210. A. a successful businessman

211. B. a TV host and presenter1. C. a famous jazz musician

212. What is the traditional color of Halloween? A. orange1. B. black1. C. red

213. What monument dedicated to an American president is nicknamed "The Pencil"?1. A. Washington Monument1. B. The Kennedy Monument1. C. The Roosevelt Monument

214. Which city is the birthplace of "grunge" music?1. A.LA1. B. Detroit1. C. Seattle

215. Which state has the nickname "The Sunflower State"?1. A. Texas1. B. Florida1. C. Kansas1. Key Part 1:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

216. A C C c B B A C A A A A B C A1. Key Part 2: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

217. B A B C A B B C C B A A C C

218. THE SCORE: 1-4 bad, 5-8-satisfactory, 9-11-good, 12-15-very good

219. Test for knowledge of regional information (UK) Part 1 History and Geography1. The UK consists of

220. A. Britain, Scotland and Northern Ireland

221. B. England, Wales and Northern Ireland

222. C. England, Scotland, Wales, Northern Ireland

223. The flag of the UK is called. A. Great Union1. B. Union Jack1. C. Union Great

224. The British Queen celebrates

225. A. two birthdays every year. B. no birthday

226. Most British kid start school at the age of1. A. seven1. B. five1. C. six9. GCSEis

227 A. General Certificate of Secondary Education

228. B. General Classical Secondary Education

229. C. General Classical Secondary Examination1.O.Edinburgh is in1. A. Wales1. B. Ireland1. C. Scotland1. .The Royal Assent is

230. A. the official document creates by a monarch

231. B. the monarch's signature1. C. a new law

232. Queen Elizabeth II belongs to the1. A. House of Tudor1. B. House of Stuart1. C. House of Windsor

233. Tony Blair is a representative of the1. A. Labor Party1. B. Conservative Party1. C. Democratic Party

234. The author of the "Forsyte Saga" is1. A. William Thackeray1. B. Charles Dickens1. C. John Galsworthy15.The symbol of England is1. A. a thistle1. B. arose1. C. a lilac1. Part 2 People and Culture

235. Which is the most popular fast food in Britain?1. A. hot dogs B. hamburgers1. C. fish and chips

236. What do people usually do on Guy Fawkes Night? A. have a family meal1. B. have a day off

237. C. have fireworks and bonfires

238. What can you buy from the newsagents? A. newspapers

239 B. newspapers, stationary, cigarettes, C. newspapers and magazines

240. According to the legend the Tower of London will fall if.

241. A. the ravens were to leave it

242. B. "Beefeaters" changed their uniform

243. C. the Crown Jewels were stolen

244. Which is considered very unlucky? A. to see a black cat1. B. to walk under a ladder

245. C. to meet a black-haired man in the street6. . is one of the most popular pastimes for most British people.1. A. Going to pubs1. B. Watching sports on TV1. C. Gardening

246. Punting is a tradition in A. London1. B. Manchester1. C. Cambridge8. The Center Court is

247. A. an important court of law

248. B. a tennis court in Wimbledon1. C. a famous theater

249. The song "My Bonnie Lies Over the Ocean" is based on the story of

250. A. Prince Charles Edward Stuart1. B. Queen Victoria1. C.Henry VIII

251. A "stiff upper lip" refers to

252. A. a description of royal looks. B. tough sports

253. C. a quality of remaining calm11. Yorkshire pudding is

254. A. a sweet pudding with apple sauce

255. B. a pudding to accompany a meat course. C. a steamed plum pudding12.High Tea is

256. A. a social ritual of drinking tea

257. B. an evening meal in Scotland

258. C. a morning meal in England

259. The game which is especially connected with England is1. A. cricket1. B. ice-hockey1. C.basketball

260. According to the tradition at Christmas any couple should exchange kisses

261. A. after the stroke of midnight

262. B. if they are under a wreath of mistletoe

263. C. if the first footer is a blond man

264. The most traditional New Year song is1. A. Jingle Bells1. B. Old Lang Syne1. C. Happy New Year1. Key Part 1:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15c B A B C A B B A C B C A C B1. Key Part 2:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

265. C C B A B A C B A C B B A B B

266. THE SCORE: 1-4 bad, 5-8-satisfactory, 9-11-good, 12-15-very good1. TEST #1.1. Make the right choice.

267. Someone you in a town you don't know and asks for directions. How would you answer?

268. A. Sorry, I don't live here. 1. B. Who knows? 1. C. Go there!

269. You don't know the time. How would you ask?

270. A. Please, what time is it, Mr.?

271. B. Excuse me, have you got the time, please?

272. C. Excuse me, have you got time, please?

273. You "re looking for an extra seat in a cafe. What would you say?

274. A. I "d like to sit here, please. 1. B. Can you move, please? 1. C. Is this seat free?

275. You "ve finished your meal in a restaurant and would like to go. What would you say?

276. A. I want to pay now, please.

277. B. Can I have the bill, please? C. Bring me the bill.

278. You "re calling your friend and his/her mother picks up the receiver and says your friend is out. What would you say?

279. A. Can you ask her/him to call me back?

280. B. I want him/her to call me later in the evening.

281. C. I want to leave a message, please.

282. You need some change for a coffee machine. What would you say?

283. A. Have you got any change for $5?

284. B. Have you got any money? I need a change for $5?

285. C. Have you got a change for $5?

286. You "re in a shop and the shop assistant asks if you want to buy the trousers you" ve tried on. What would you say?

287. A. Oh, yes, I like it and I "ll buy it.1. B. Yes, I" ll take it.1. C. Ok, I'll take them.

288. Your friend says: "The teacher spoke so fast, I didn't understand anything". How would you agree?1. A. Me neither!1. B. I also!1. C. Me too!

289. You "re talking with a person and don"t agree with the statement your companion makes: "Men are better drivers than women", how would you react trying to be polite? A. I completely disagree.

290. B. That's absolutely rubbish, I don't think so.1. C. I think it depends.

291. You are in a shop and want to buy a dress but of a different color. What would you say?

292. A. I "d like this dress, but a red one, please.

293. B. Have you got this in red?

294. C. Have you got this red dress?

295. Which of the following is inappropriate in English on a wedding?

296. A. I hope you "ll be very happy! 1. B. Congratulations! 1. C. Many happy returns!

297. You are writing a formal letter to the director of the company, you don "t know his name, so you address him "Dear Sir", how would you finish your letter? 1. A. Yours faithfully1. B. Yours sincerely1 C. Ever yours

298. You need a dictionary and there's one on your partner's table. How would you ask?1. A. Can I take it, please?

299. B. Can I borrow it, please?

300. C. Can you give me your dictionary, please?

301. Which of the following is inappropriate to greet a person? A. Good day! B. Morning!1. C. Hi!

302. You see a very expensive car that belongs to your new acquaintance. You like it very much and express your admiration. Which question is more appropriate?

303. A. It's really great! How much did you pay for it?

304. B. It's so beautiful! How much do you earn?

305. C. It's fantastic! When did you buy it? 1. Key: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

306. A B c B A C C A C B C A B A C1. Score:1.5-bad6.9 satisfactory 10-12-good 13-15 - very good1. TEST #2.

307. Kuzmenkova Yu.B. (ABC "s of Effective Communication / Basics of polite communication) Make the right choice.

308. You were invited to a British home. You brought a small present (flowers or chocolates). The host says: "That"s very kind of you, you shouldn't have bothered.! You say:1. A. It"s nothing, really.1. B. That's my pleasure.1. C. Not at all.1. D. nothing.

309. You are about to leave your host. You wouldn't say:

310. A. I "ll have to be going, I" m afraid.

311. B. I'm sorry, I must be going.

312. C. nothing (stand up and leave unnoticed)

313. D. I "ll really have to go soon.

314. There's a bug on your neighbor's lapel. You would warm him by saying:1. A. Take care!1. B. Mind out! C. Be careful!1. D. Watch out!

315. You "re to politely refuse something you don" t like. Your host says: "Help yourself to the apple pie." You wouldn't say:

316. A. No, thank you. I "m not very keen on apples, I" m afraid.

317. B. No, thank you. I'm afraid apples don't agree with me.

318. C. Excuse me, I "d rather have some chocolates, I don" t like apples.

319. D. It's really lovely but I don't think I could manage any more, thank you.

320. In a cafe it would be rather impolite to say:

321. A. Excuse me, anyone sitting here?

322. B. Excuse me, do you mind moving your bag?

323. C. Excuse me, do you mind if I move your bag a little?

324. D. Excuse me, is this seat taken?

325. In public transport it would be appropriate to say:

326. A. Would you move, please?

327. B. If you were taking just a little less room, I could sit down.

328. C. I "d rather you moved a little.

329. D. Excuse me, I wonder if you "d mind moving up a little so that I could sit down?

330. Which of the following is appropriate in English?

331. A. My congratulations on your birthday!

332. B. I wish you a good trip!

333. C. Remember me to your sister.

334. D. For our charming hostess! (a toast)8. "Really?" is inappropriate to use when you want to show that

335. A. you "re following me/listening.1. B. you sympathize.1. C. you" re surprised.

336. D. you find something difficult to believe.

337. What is appropriate to ask of a chance acquaintance whose ring you admire: What a lovely ring!

338. A. How much does your husband earn annually?

339. B. How much did your husband pay for it?

340. C. How long have you been married?

341. D. How beautifully it is cut!lO.In Britain, you wouldn't say "Excuse me!"1. A. if you apologise.

342. B. if you brush past somebody. ^ C. after sneezing/coughing.

343. D. before interrupting somebody.

344. Which of the following functions is equivalent in Russian and in English?

345. A. Good day! (as a greeting)

346. B. Good appetite! (before eating)

347. C. Good luck! 9before a difficult event)

348. D. Good Heavens! (as an exclamation)

349. What would you say to the clerk in the booking office?

350. A. Give me a return to Rye, please.

351. B. I need to buy a return ticket to Rye, please.

352. C. A return to Rye, please.

353. D. Would you mind selling me a return ticket to Rye, please?

354. You want to ask a passer-by about the time. You would say:

355. A. Hi, what time is it now?

356. B. Excuse me, could you tell me the time please?

357. C. Tell me the time, please, will you?

358. D. I wonder if I might trouble you, I wanted to know the time.14.1n a shop the assistant gave you the wrong newspaper. You would say:

359. A. Sorry, you've made a mistake.

360. B. I "ve made a silly mistake.

361. C. Don't you think there's been a mistake?

362. D. I think there's been a mistake.

363. Your TV has broken down the evening when there "s a program you very much want to watch. You would ask a neighbor (a stranger to you):

364. A. I hope you don't think me rude but would it be at all possible for me to come and watch your TV tonight?

365. B. Do you mind if I come and watch your TV tonight? I hope you won't think me an intruder?

366. C. I wondered if my company would prevent you from watching TV tonight?

367. D. Could I come and watch your TV tonight?1. Key:1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

368. A C D C B A C B D A C C B D A

369. WHAT ARE THE FEATURES OF MY MOTIVATIONAL SPHEREquestion Yes No

370. When I get involved in work, I am usually optimistic, I hope for success2 I usually act actively

371. I tend to take the initiative

372. When performing responsible tasks, I do my best to find any reasons to refuse

373. I often choose extremes: either very easy or completely impossible tasks

374. When faced with obstacles, I usually do not retreat, but look for ways to overcome them

375. When alternating successes and failures, I tend to overestimate my successes.

376. The fruitfulness of activity mainly depends on myself, and not on someone else's control

377. When I have to take on a difficult task, and time is short, I work much worse, slower

378. I am usually persistent in achieving a goal.

379. I usually plan the future not only for a few days, but also for a month, a year ahead

380. I always think before taking risks

381. I am usually not very persistent in achieving a goal, especially if no one controls me.

382. I prefer to set medium-difficulty or slightly overestimated, but achievable goals.

383. If I failed and the task did not work out, then as a rule, I immediately lose interest in it.

384. When alternating successes and failures, I tend to overestimate my failures.

385. I prefer to plan my future only for the near future

386. When working under time constraints, my performance usually improves, even if the task is rather difficult.

387. I, as a rule, do not give up the goal, even in case of failure on the way to achieving it.

388. If I have chosen a task for myself, then in case of failure, its attractiveness for me will increase even more.

389. Sightseeing London, Moscow, Saratov, Washington* (10.02 - 6.04)

390. Higher Education in Great Britain (7.04 18.05)3. Theater (19.05 8.06)

391. The topic "Washington" will be devoted to project work and studied on your own. Planning and carrying out the project should be done in group or groups, reviewing will be done in class at the final stage.2. Reading.

392. Grammar materials presented in the book "FCE" should be studied weekly on your own. Checking will be done once a week during 30-45 minutes any day you"ll choose.5. Listening.

393. The program of extensive listening is supposed to improve your listening skills. So once a week you"ll be asked either to present the tapescript of the listening task or to discuss the contents in a dialogue form. You can choose any day you want.

394. You "ll be given a grade at the end of the term which will be calculated as follows: 1. Attendance 10% 1. Class participation 30%

395. Home, individual and extensive reading 15%1. Written works 15%1.stening practice 10%1. Tests 20%

396.N.B. At the final lesson devoted to each topic you "ll be given a test which includes all the materials studied.1. Reading program1 course

397. Arthur Conan Doyle The Lost World, stories2. Arthur Hailey "Airport"

398. Walter Scott "Quentin Dorward"4 Washington Irving stories

399. Harriet Bitcher Stowe, Uncle Tom's Cabin

400. Daniel Defoe Robinson Crusoe

401. James Fenimore Cooper, Deerslayer, The Last of the Mohicans

402. Jack London "White Fang", short stories9. Katherine Mansfield stories

403. Y. Lewis Carroll "Alice in Wonderland", "Alice Through the Looking-Glass" 11. Margaret Mitchell "Gone with the Wind"

404. Mark Twain, The Adventures of Tom Sawyer and Huckleberry Finn

405. Ridyard Kipling "The Jungle Book" M. Roald Gave stories

406. Robert Louis Stevenson Treasure Island

407. Wilkie Collins "Woman in White", "Moonstone" 17. William Saroyan stories

408. William Shakespeare Romeo and Juliet, Hamlet, Othello, King Lear.

409. Charles Dickens "Oliver Twist" 20. Charlotte Brontë "Jane Eyre" 2 course

410. Agatha Christie "The Secret of Fireplaces", short stories

411. H. G. Wells, The Invisible Man

412. Herman Melville "Moby Dick, or the White Whale"

413. Catcher in the Rye, Jerome David Salinger

414. Jerome K. Jerome "Three men in a boat, not counting the dog"

415. John Galsworthy The Forsyte Saga

416. John Milton Paradise Lost

417. John Ronald Reuel Tolkien The Lord of the Rings

418. George Bernard Shaw "Pygmalion"

419. J. Mary Shelley "Frankenstein, or the Modern Prometheus" 11. Nathaniel Gotori "The Scarlet Letter" 12.0scar Wilde "The Picture of Dorian Gray"

420. Tennessee Williams A Streetcar Named Desire

421. Lord of the Flies, William Golding

422. William Somerset Maugham "Moon and penny"

423. Francis Scott Fitzgerald The Great Gatsby

424. Harper Lee "To Kill a Mockingbird" 18. Edgar Alan Poe stories 19. Emily Bronte "Wuthering Heights" 20. Ernest Hemingway "The Old Man and the Sea" 3 course

425. HG Wells Time Machine

426. Gilbert Keith Chesterton stories

427. Graham Greene, The Quiet American

428. Pride and Prejudice by Jane Austen

429. John Steinbeck The Grapes of Wrath

430. Jonathan Swift Gulliver's Travels

431. Lady Chatterley's Lover, David Herbert Lawrence, short stories

432. Evelyn Waugh A Handful of Ashes

433. Catherine Ann Porter "Ship of Fools" Y. O. Henry stories 11. Ralph Ellison "The Invisible Man" 12. Richard Brisley Sheridan "School of Scandal" 1 Z. Richard Aldington "Death of a Hero"

434. An American Tragedy Theodore Dreiser

1

The article aims to consider the issues of speech culture in everyday life. The issues of violation of the basic principles of business ethics in public speaking and deviations from language norms are considered. In addition, conclusions were drawn regarding the features of official speech. The article talks about the stages of a speech, how to properly build a speech, how to prepare for a meeting with listeners, about audience management techniques. It provides explanations regarding the polite use of speech turns according to the norms of etiquette, provides ways to improve those of them that express a respectful attitude towards listeners.

a culture of speech

language norm

public speaking

business relationship

communication

language structure

1. Kurmanbayeva Sh.K. On the issues of teaching the Kazakh language through educational texts using a computer training program // Electronic scientific journal "Modern problems of science and education". - 2015. - No. 1.

2. Vvedenskaya L.A., Pavlova L.G. Culture and art of speech. - Rostov-on-Don, 1995. P. 168.

3. Ivin A.A. Rhetoric: The Art of Persuasion: A Study Guide. M.: FAIR-PRESS, 2003. C. 208.

4. Ualiev N. Culture of the word. - Almaty. 2007. S. 184.

At present, the actual problem is the question of the formation of a culture of speech of future specialists. The development of speech is possible only through linguistic communication. According to experts, language abilities and language culture make it possible to find a solution in various life situations. Higher educational institutions preparing future teachers should take this provision into account. Therefore, great importance in shaping the culture, civilization, religion, language of the future generation must be given to the development and improvement of professional skills and linguistic culture. The difference between linguistic culture and other areas of linguistics lies in the use of language in everyday life, in its close connection with the culture of written and oral speech. Language culture means the appropriate use of linguistic means in communicative communication, depending on the conditions and scope of communication.

The purpose of the study: the formation of the desire for professional skills and language culture among future specialists.

Materials and methods of research:

1. Language culture is important in the training of teachers with higher education.

2. The use of new technologies, effective methods and techniques in order to form a language culture, language norm, professional skill.

3. Formation of public opinion in relation to speech culture, assessment of speech culture as the basis of social sciences and national culture.

Language is a means of communication. Language is a mirror that reflects the intellect of a person, the level of development of his culture, mind, and spiritual wealth. The issues of linguistic culture are so important that not a single nationality, not a single nation could leave this problem without consideration. The Kazakh people also attached great importance to the skill of speech: "A well-aimed word is a manifestation of art." The culture of speech is based on orthoepic norms Oh. If orthoepic norms are the correct pronunciation of words, lexical norms are the correct use of words through selection, taking into account the compatibility of words, then grammatical norms in the culture of speech are considered as stable norms. In the culture of speech, an important role is played by the accuracy of thought, clarity, purity of the word, sincerity, which can influence the state of mind (regardless of the use of words: simple (neutral) or figuratively expressive), imagery.

In the culture of speech, the stylistic norm is realized only if orthoepic, punctuation, lexico-grammatical, syntactic norms and their communicative and aesthetic function are defined in the structural system of the language. Stylistic norms contribute to the formation of correct speech. The culture of speech is realized and manifested in all spheres of language use: in artistic, popular science, official and even in the everyday environment.

The culture of speech is an important indicator of the professional level of any specialist, especially entrepreneurs, lawyers, announcers, journalists, and politicians. The culture of speech, the skill of speech play an important role in the process of communication. Therefore, everyone who has to engage in organizing, managing activities, conduct business negotiations, work in the field of education, training, health care, and in the field of personal services should own the culture of speech. According to the speaker's speech, one can determine the level of his spiritual, moral development, the level of internal culture.

The culture of speech means the assimilation of the oral and written norms of the literary language (pronunciation of words, stress, use of words, grammatical, stylistic rules) and the ability to use the means of expressiveness of the language in various conditions in accordance with goals and circumstances.

Let us consider in more detail these signs of speech culture:

1. Correctness is the observance of the norms of the language. Correctness implies the correspondence of the pronunciation of words, their spelling to the stylistic norms of the language.

2. Compliance with the sphere of communication means expedient application words and utterances in accordance with the situation of communication.

3. Accuracy of opinion is the ability to clearly, concisely and accurately express, convey your thoughts to the listener. Failure to comply with these requirements can lead to a mixture of paronyms - words that are similar in sound, but different in meaning.

4. The correctness of the perception of the stated means the correctness of the presentation of the characteristics of objects, phenomena, their connections, relationships, correspondence to reality.

5. Clarity and comprehensibility of the expressed thought requires their accessibility and comprehensibility in relation to the listener-addressee. This is achieved through the use of words, terms, phrases, borrowed (foreign) words, dialects, jargons, professionalisms, historicisms, obsolete words (archaisms) and new words (neologisms) in only one meaning.

7. The expressiveness of a word is the ability of a word to attract the attention of listeners and students, to arouse their interest.

8. It is possible to master the methods of summarizing opinions in oral or written form through the widespread use of the entire vocabulary of the language, including synonyms.

The development of a language culture begins with the ability to speak. Language, being a means of exchange of opinion, understanding, provides linguistic communication. Speech communication is a phenomenon directly related to thinking, reasoning, speech, listening, exchange of points of view, understanding, human speaking.

One of the main requirements of speech culture is the correct pronunciation and correct spelling of words. Therefore, in order for the speech to be correct, the teacher, in order to improve the quality of speech, must constantly develop the ability to formulate his thoughts, taking into account their influencing function, strive for the accuracy of the word, the effective use of speech beats, various rhythms and intonations of words and sentences.

Despite the fact that words are pronounced with a change in sounds according to orthoepic norms, they are written, except in exceptional cases, according to the spelling rules. Scientific Foundations orthographic norms imply an increase in the culture of the teacher's speech by maintaining orthoepic norms, taking into account the law of syllabic vowel harmony, non-violation of the traditional composition of the word. For example: Saryarқ a, Ағ zhar, Ағ bota, ө rtu, ө zө n, tұ rұ s, zhұ mұ shshұ, Zhetіғ ara, etc.

For the successful implementation of business relations, a deep knowledge of the language, its grammar, and vocabulary is not enough. In order to influence the interlocutor, to attract his attention, to develop the ability to conduct a conversation with friends, even with opponents, it is necessary to learn how to organize your speech in accordance with the conditions, situation and sphere of communication. If the text is prepared not by the speaker himself, but by someone else, then it will be only a dry presentation of the word, but not a living speech. In this case, the speaker will not be able to impress the listeners, touch their souls. Listeners immediately notice disharmony in the speaker's speech.

The norms, patterns, origins of the speech culture of a specialist originate from ancient times. They are reflected in the statements of great orators.

The scientist N. Ualiev in his work "Culture of the Word" defines: "The culture of the language is not only politeness, expressed in oral and written forms, but also a clear thought, the ability to choose a word, mastery of speech, the art of speech."

The Kazakh people attached special importance to the purity of the language, the mastery of speech. Even in times far from science and education, the people recognized the significance of the word: "The art of the word is the highest art", "Apt word is a manifestation of art."

The Kazakh people have always been able to appreciate a wise word: not bending under bullets, the Kazakh people bowed before a well-aimed word, an aptly said expression was equated with man's dignity, honor. The people, who valued their language, the art of the word, had a negative attitude towards all manifestations of contempt for the language and reflected this in proverbs. For example: A reasonable silent man is more expensive than an idler; talking in vain is the work of a fool; pestering the listener with an empty conversation is an obscene thing, the gossip always itches his tongue; from obscene lips - obscene speeches; from the mouth of a good person only goodness is heard, and from the mouth of a bad person only anger.

One of the main requirements of the culture of speech is the formation of language norms. Language norms are formed during the development of the literary language, some of them (spelling norms, terms, punctuation norms) are compiled by linguists, others are formed through the press on the basis of existing language systems.

The language norm is one of the signs of the literary language. We advocate universal knowledge of the literary language, according to the degree of linguistic culture of the population, representatives of the press, the level of their knowledge of the norms of the literary language is determined. This is one side of the language culture. In addition, language culture is also made up of politeness of speech, precise, clear expression of thought, appropriate use of words, and the correct construction of sentences in accordance with thought.

The language norm is formed and developed on the basis of the internal laws of the language system, which are universal. The sound system of the language, vocabulary richness, the semantics of words, the grammatical structure of the language - everything is based on the established features (specifics) of the language. They contain patterns that form the basis of the literary language. The Kazakh literary language has absorbed all the best of the national language, unified it, made it public property in order to raise the level of the language culture of the whole people.

Bibliographic link

Turabaeva L.K., Kurbanov A.G., Kairbekova U.Zh., Ukibasova K.A. FORMATION OF LANGUAGE CULTURE AND LANGUAGE NORM // International Journal of Experimental Education. - 2016. - No. 6-2. – S. 244-246;
URL: http://expeducation.ru/ru/article/view?id=10228 (date of access: 03/01/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Edlichka A. Theory of language culture today // New in foreign linguistics, issue XX. M., 1988, p. 260-269.

linguistic linguistics synchronous aspect

1. Questions of linguistic culture in Czech and Slovak linguistics are raised not for the first time. They were discussed earlier at conferences with broader topics, for example, at conferences on the problems of the standard of the literary language (Bratislava, 1955), Marxist linguistics (Liblice, 1960), the development of the literary Slovak language and linguistic culture in Slovakia (Bratislava, 1962). .), or at conferences devoted only to the problems of linguistic culture (Smolenice, 1966, and Prague, 1968 - the latter with a popularization bias). A common feature of these conferences was that they considered and solved issues of theory and practice of linguistic culture in close connection, and in some cases it is difficult to say which of these aspects - theory or practice - prevailed and which of them gave more impetus to the development of activities in areas of linguistic culture.

In this conference This article was written on the basis of a report read at a conference on linguistic culture, which took place on June 14-17, 1976 in Liblice. in the same way as the previous ones mentioned above, Czech and Slovak linguists participated; for the first time at this conference, issues of linguistic culture were discussed with broad international participation.

In the recent past, the problem of linguistic culture was deliberately isolated, considered and solved only from the point of view of this particular language, and at the initial stage, when considering it, the country-specific approach generally prevailed. Now there is a need to expand scientific cooperation in this area of ​​linguistics, so that in the study of this problem, which is extremely important for solving modern social speech practice, the experience gained in other countries should be used. On the other hand, we must not forget that the linguistic situation of each language is specific, that each literary language has its own characteristics, and that activities in the field of linguistic culture should take this specificity into account.

2. The concept of linguistic culture was developed gradually, as evidenced by the numerous works of Soviet and Czechoslovak linguists. Moreover, the main components of the concept were differentiated (sometimes also in terms of terminology). This differentiation was not only the result of the development of scientific knowledge, it was also necessary so that essentially different phenomena were not identified and the criteria of the approach were not replaced and mechanically transferred.

In the recent works of Czech and Slovak linguists, four circles of phenomena have been identified, which are included in different volumes in the concept of linguistic culture:

a) phenomena related to language - here we are talking about linguistic culture in the proper sense of the word; b) phenomena related to speech, utterance - sometimes this aspect is differentiated terminologically, and then it is said about culture of speech. Moreover, in both areas (in the field of language and speech), two areas are equally distinguished: 1) culture as condition, level (of language and speech), 2) culture as activity, i.e. cultivation(improvement) of language and speech. The problematics of these circles of phenomena - initially included in the linguistic culture - becomes the subject of consideration of newly created disciplines, often of an adjacent nature.

In Czechoslovakia, from the very beginning, the solution of questions of linguistic culture was associated with the construction and development of the theory of the literary language, it was considered an important component of it. At the same time, sociolinguistic aspects were widely considered, and this was even before the creation of sociolinguistics as an independent branch of the science of language. The issue of the culture of language and speech includes in the scope of its consideration and psycholinguistics, or, more broadly, theory of speech activity, otherwise the theory of communication. The range of problems related to the culture of speech, to the statement, should in a certain sense be of interest and text science. The concept of language cultivation (hence, linguistic culture in a narrower sense) overlaps with the concept of language standardization; W. Tauli, for example, uses this concept to develop the principles of codification.

In conclusion, it can be recalled that the concept (and term) standardology, developed and used in Croatian linguistics, in essence, coincides with the theory of the literary (standardized) language, therefore, the culture of the language here is a particular element of standardology.

There is no doubt that the activity aimed, on the one hand, at the language, at its cultivation, on the other hand, at speech, at the language realization, aims to identify such features of language and speech that would meet the requirements for language. and speech, taking into account modern social and communicative factors. From this follows an obvious connection between the two aspects of linguistic culture, practical and theoretical. The connection between language and speech is also indisputable here: the cultivation (improvement) of language is aimed at creating the prerequisites for the realization of a perfect statement. From this follows the conclusion that when realizing the differentiation of the problems of linguistic culture, to which modern linguistics has come, one should take into account its complexity, which follows from the complex nature of the phenomenon itself. It is this integrated approach, a comprehensive vision of the problems of linguistic culture that I consider important in the modern scientific and social context.

3. Cultivation (improvement) of language and speech as a purposeful activity has a theoretical and practical side. The theoretical side is wholly and completely assigned to linguists; in its practice orientation, in the preparation of codification works, language cultivation is institutional in nature, but it must take into account the principles related to the functioning of the language, due to social and communicative factors. Linguists, and in particular specialists in stylistics, are always involved in solving theoretical issues related to the cultivation of speech, linguistic statements, if we understand stylistics in the broad sense of the word - as it is understood, for example, in the works of K. Gausenblas. Along with linguists, representatives of a wide variety of institutions take part in linguistic cultural activities, which in a broad aspect can influence various areas of public linguistic activity (central governing bodies, radio, television, scientific and technical organizations, etc.). A significant role in this activity is played by language education, both “school and extracurricular… an integral part of education is the so-called language propaganda, directed and partly carried out by linguists themselves, as well as a wide range of linguistically educated specialists.

Realizing the complexity and complexity of the problems of language culture and emphasizing the connection between its individual elements and aspects that determine the solution of issues of language culture, it is appropriate now to draw a demarcation line between two areas: between culture and the cultivation (improvement) of the language, culture and the cultivation of linguistic statements. In what follows, I will focus on the area of ​​language cultivation.

4. The subject of language culture (in the sense of its cultivation, these are phenomena associated with the functioning of the language in society. This area is not interested in studying the structure of the language, although the results of structural analysis may be significant for solving the problems of language culture. In the field of language culture, the most important role is played by synchronous aspect, i.e. almost exclusively synchronous approach is used in the study and solution of its specific problems.Consequently, the main task is to study the current state of the language, the modern conditions of its functioning and, finally, first of all, to study the modern needs of society in expressive means.

Synchrony is interpreted not in a static, but in a dynamic way: the current state of the language is considered as a result of the previous evolution and as a condition for further development. The dynamics of the modern state is manifested in tense relations between disappearing and emerging elements, between traditional and innovative elements. With the general dominance of the synchronous approach to the subject, it is impossible, however, to avoid comparing particular time slices, in which the essence of the solution of the relationship between synchrony and diachrony is sometimes seen.

When solving the actual problems of modern Czech language culture, it is undoubtedly interesting and important to remember how the actual problems of language culture were solved in the past; for the modern literary Czech language in this respect, for example, a comparison with the period of the 30-50s is indicative. XIX century, when the literary Czech language, under the influence of specific social and communicative conditions, began to develop rapidly as the language of the emerging Czech national community. Therefore, the concept of linguistic culture is always closely related to the peculiarity of the cultural linguistic tradition, and in this regard, it seems fruitful to refer to the history of the linguistic culture of a given language, i.e., to studies in terms of diachrony.

5. The subject of the culture of the language, which covers both the cultivation of the language and its state, including the level of development achieved, is the literary language. For only in the literary language and its development do linguists intervene or have the opportunity to intervene, only literary language can be influenced by outstanding creative personalities, and only the state of the literary language is assessed from the point of view of the principles and requirements of linguistic culture. Linguists have no influence on the development of a dialect or on the development of an everyday non-literary language (the so-called "substandard"), and they are powerless to influence it, since the development of a dialect, like that of an everyday non-literary language, proceeds spontaneously and is determined by the influence of social conditions.

However, the dialect, and at present in particular the everyday spoken language, is dialectically related to the literary language, and the latter can have an indirect influence on modern non-literary formations. The state of the dialect and everyday spoken language is not assessed in terms of linguistic culture. This thesis about the limitation of the subject of linguistic culture (in the sense of the culture of the language) seems to be quite reasonable.

It is impossible, however, to present the problems of the culture of the literary language as isolated, divorced from the problems of the national language as a whole. On the contrary, the problems of the linguistic culture of a given literary language in certain periods of its historical development have always been solved from the point of view of the relationship of the literary language to non-literary formations. Today, when solving the problems of these relationships, one can rely on the newly developed sociologically substantiated concept - language situation.

On the other hand, the culture of an utterance is in no way limited to literary utterances, the questions of literary and non-literary utterances - the presence of literary (or non-literary) elements in it - are not decisive for its assessment from the point of view of linguistic culture, as F. Danesh and K. Gausenblas have repeatedly emphasized. . Of course, even here it is impossible to completely discard the moment of literary or non-literary means of expression used. But at the same time, the evaluation of the statement always depends on the communicative situation and other style-forming conditions. However, in this area of ​​linguistic culture, the improvement of the utterance primarily affects public messages (and, consequently, literary ones).

6. Improvement of the literary language, conscious concern for the culture of speech as a special activity of linguists, should be based on scientific knowledge of the literary language. At the same time, the concern of linguists is directly aimed at practice - at the use of the literary language in a given society, at its functioning in linguistic statements.

A few words about how they interpret content of language culture(or, in the concept and terminology of Soviet linguistics, the culture of speech - as a private linguistic discipline) separate linguistic traditions; Our analysis is based on recent works devoted to this problem.

The problems of language culture are closely related to the problems norms and codifications. I. Skvortsov considers the norm to be the central concept of the culture of speech. The work of Polish scientists "Culture of the Polish Language" in the introduction examines in detail the issues of the language norm. There is no doubt that the cultivation (improvement) of the language is inevitably connected with the literary norm, it affects the usage through codification.

Norm and codification are a correlative pair of concepts; their differentiation is the result of the development of scientific knowledge, but it should not lead to ignoring their interconnection, close dependence on each other. If we connect the culture of the language (its cultivation) with the literary language and if the correlative pair, the norm - codification "as a unity exists only in the literary language (although the norm is characteristic of any language formation), then the conclusion suggests itself that the concept of norm and codification should form the basis to study the problems of the culture of language.In the sections of the article by L. I. Skvortsov, hierarchical relationships are clearly traced, the components of the problem: the norm (I would add, and codification) - the literary language - the culture of speech.

Along with the concept of a norm, some particular problems also come to the fore of linguistic culture: this is primarily a problem innovation, which is associated with the development of the norm - the above-mentioned work of Polish authors is focused on it; Skvortsov's work also concerns her. The dialectical contradiction between the stability and variability of the norm (resolved by the well-known concept of flexible stability by W. Mathesius) at the level of expressive means is manifested in a dialectically tense relationship between traditional and innovative elements.

Closely related (although not exhaustive) to this problem is the problem of variance of the norm, variable means in the norm and their assessment. Variable means are a manifestation of the historical variability of the norm; in synchronous terms, they reflect the dynamics of the norm. At the same time, the variable means of the literary norm in some cases are the result of the influence of the norms of other formations of the national language, as well as a manifestation of the internal differentiation of the standard of the literary language into spoken and written. It goes without saying that they are associated with the multifunctionality of the literary language, i.e. with that feature that is among the defining ones.

7. At the very beginning of the development of the theory of language culture in the 30s, associated primarily with the activities of B. Gavranek, general principles of language culture were developed. Along with the then new methodological linguistic principles, they also reflected some specific problems of the then Czech language situation and the literary Czech language, taking into account which these principles were developed. In our work, we also encounter them, but in a different methodological and social context. Here there is an opportunity for comparison, and this will contribute to a more generalized nature of our conclusions.

Therefore, I will try, at least in the form of theses, in a general way, to outline what concepts developed by modern linguistics, and what generally accepted principles determine the solution of the problems of modern linguistic culture.

a) To solve this problem in relation to any literary language, its most important connection is the problem language situation. Under the language situation, I mean (shortly speaking) such a reality when a given linguistic or communicative community (heterogeneous in social, regional and age relations) uses the formations of the national language (literary language, everyday - colloquial language, dialect) in different communicative spheres (everyday, special, journalistic, artistic, etc.); its characterization also includes the establishment of the interference of means of expression from separate formations in linguistic utterances, as well as the collision and mutual influence of norms. Relying on the initial concept of the language situation, we will be able to take into account the complex relationships that exist today between the individual components of the language situation and the factors that determine it when solving urgent problems of language culture (in their complex understanding).

The problems of linguistic culture should be considered and solved from the point of view of a given language community and from the point of view of its social needs for means of expression and communication conditions. Now, even if the problems of language cultivation are limited to the literary language, the connection between the literary language and other formations coexisting with it will remain in our field of vision. When solving the problematics of the culture of utterance, again, one should take into account all the elements and factors included in the concept of "linguistic situation".

• b) For understanding and implementing the linguistic culture of the language of the corresponding language community, the thesis about specificity every language situation and every literary language. This specificity stems primarily from the specific, unique conditions of the historical development of each specific language. The social and communicative conditions that determine the functioning of modern literary languages ​​in the socialist countries are largely similar. This similarity is determined by the fact that in the development of modern literary languages ​​we can observe similar development trends and highlight some common features. Thus, for example, stylistic refinement and stylistic differentiation are leveled out everywhere, the influence of everyday colloquial language on the literary language has a universal character today, etc. conditions are different.
• c) For solving the problems of linguistic culture, the concept of speakers modern literary language, its norms. The essence of dynamics can be observed in the ratio traditional and innovative elements are normal. Traditional elements are based in the linguistic cultural tradition, which is closely related to the literary language; innovative elements are motivated in different ways, but the main motive is the principle of meeting the needs of society in expressive means. That is why in many countries linguistics pays great attention to this issue. Its solution is seen in the general plane rather than in the assessment of individual specific phenomena.
• d) The issue of the dynamics of the modern literary language is very closely related to the problems variability literary norm. Variable means in the modern literary norm are the result of the influence of several opposing tendencies. In a small list, I will recall some pairs of oppositions: the tendency to democratization and intellectualization(sometimes referred to as the trend towards Europeanization or internationalization); trend towards economy and the trend towards explicitness, descriptive; trend towards specializations(when applied to special areas of communication, we are talking about a tendency to terminology) and a trend that I would call a trend towards a generalized, even monopoly use expressive means (for example, in journalism); in contrast to the narrower trend towards terminology, one can speak in parallel of the trend towards determinology, and, finally, in the vocabulary there is a tendency to international and to national. In the new Czech linguistic culture (the beginning of this line represents the foundations of the theory developed in the 30s), we find more than one example of how, when solving specific problems in the culture of the language, the dialectical correlation of these tendencies was carefully taken into account.

On the contrary, all previous activity in the field of linguistic culture was characterized by just a one-sided, non-dialectical approach, a one-sided emphasis on one of the tendencies; this characterizes, for example, the period of linguistic purism. Purism in its own, narrower sense of the word emphatically absolutized the trend towards the national. In general, this direction used only one trend in other pairs: we witnessed the suppression of the tendency of intellectualization (rejection of special means of book vocabulary, for example, some nominative constructions, derivative prepositions, etc.), alternately supported the tendency to save expressive means, then to the explicitness of the expression (rejection of the so-called common verb-nominal constructions in favor of one-word names, for example provаdt pruzkum / zkoumat "to conduct research / explore; in some cases, preference was given not to adverbs, but to competitive constructions that express the adverbial meaning in a slightly different way: vekove / vekem, teplotne/co do teploty, etc.).

8. In conclusion, we can say that there is no doubt that in general, when it comes to formulating general principles, it is not difficult to come to the starting positions. And yet, difficulties in solving specific problems in each language will certainly arise. The attitude of the entire linguistic community and its groups to the understanding of linguistic culture as a whole and its individual moments plays a role here (for example, the attitude towards borrowed words, even if they are internationalisms or borrowed from one language, the attitude towards the means of syntactic condensation, etc.) .

When solving specific problems of a given literary language, a comparative look at solving similar problems in other languages ​​can be useful.

Characteristics of the concept of "linguistic culture"

Being the most important means of human communication and therefore social and national in nature, language unites people, regulates their interpersonal and social interactions, and coordinates their practical activities. Language ensures the accumulation, storage and reproduction of information that is the result of the historical experience of the people and each individual individually, forms individual and social consciousness.

In general, the basis of culture is language. Language is a universal semiotic system, because all signs, including the signs of the language itself, words, are assigned through words. Language is equally related to spiritual, physical and material culture - as a speech and thought activity, as a system of names and as a set of works of the word - manuscripts, printed books, records of oral speech on various kinds of physical media. Any work of man or phenomenon of nature can be understood, comprehended and described exclusively through the word. But the language itself develops as culture develops - as a tool for cognition and organization of people's activities.

Language culture is understood as a certain level of language development, reflecting the accepted literary norms of a given language, the correct and adequate use of language units, language means,

which contributes to the accumulation and preservation of language experience.

The language of a society and the language of an individual are reflections of culture and are considered indicators of the level of culture of any nation.

Language culture forms the general culture of any society, contributes to its development, establishes the place of a person in society, contributes to the formation and organization of his life and communication experience.

At present, when the requirements for any specialist are increasing, regardless of the field of his activity, the demand for an educated person who owns a certain cultural level and linguo-cultural competence is increasing.

Having in his arsenal language units and linguistic means, possessing the ability to use and apply them, he becomes more competent in the choice and use of linguistic means and in improving his linguistic culture, and hence the general culture as a whole.

The most important properties of the language are nominativity, predicativity, articulation, recursiveness, and dialogism.

Nominativity is that the basic unit of the language - the word - denotes or names the object, the image of which is contained in the human soul. The subject of designation can be a thing, an event, an action, a state, a relationship, etc.

Predicativity is the property of a language to express and communicate thoughts.

A thought is an idea of ​​the connections of objects or images, containing a judgment. In a judgment there is a subject - what we think about, a predicate - what we think about the subject, and a link - how we think the relation of the subject and the predicate. For example, Ivan walks, which means: Ivan (subject of thought) is (a bundle) walking (predicate).

Articulation is the property of a language to divide utterances into reproducible elements repeated in other utterances; articulation is the basis of the language system, in which word units contain common components and form classes, acting, in turn, as components of phrases and sentences.

Speech appears to us as an alternation of words and pauses. Each word can be separated by the speaker from the others. The word is recognized by the listener and is identified with the image already existing in the mind, in which sound and meaning are combined. Based on the unity of these images, we can understand words and reproduce them in speech.

Recursiveness is the property of a language to form an infinite number of statements from a limited set of building elements.

Every time we enter into a conversation, we create new statements - the number of sentences is infinite. We also create new words, although we often change the meanings of existing words in speech. And yet we understand each other.

Dialogical and monologue speech. Speech is the realization and communication of thoughts based on a system of language. Speech is divided into internal and external. Inner speech is the realization of thinking in a linguistic form. External speech is communication. The unit of speech is an utterance - a message of a complete thought expressed and organized by means of language. The statement can be simple (minimal) and complex. The language form of the minimal utterance is a sentence. Therefore, a minimal statement can contain either one simple or complex sentence (for example: “Truth is one, false deviations from it are countless”), or an interjection as a special part of speech that expresses the speaker’s attitude to the subject of thought and fills the physical place of the sentence in the statement (for example: "Alas!"). Complex statements include simple ones, but are not reduced to them.

However, language is a very broad and multidimensional concept, the property of the whole society, and only a person with a high linguistic culture will be able to convey all its beauty, diversity and meaning to subsequent generations.

Most of the scientists dealing with the issues of social education at the present stage do not mention the language culture of the individual as a tool of social education, although it is it that makes it possible for people to communicate effectively in order to transfer positive social experience.

Language culture involves:

1) possession of cultural and speech norms of the language;

2) the ability to competently and correctly select language means depending on the tasks of communication;

3) possession of oral and written genres of texts of various styles;

4) possession of all genres of speech necessary for successful learning and research activities;

5) skills of speech behavior in a professionally oriented communication situation;

6) availability of public speaking skills, involving the possession of oratory;

7) the ability to conduct a dialogue with the maximum consideration of the factor of the addressee.

Language culture in the process of socialization of the individual is formed on the basis of the appropriation by a specific person of all the linguistic wealth created by his predecessors, but not without the help of various techniques. Group work, project activities, role-playing or business game, discussion, debate help to create an active communicative environment that contributes to the development of the language culture of the individual. The same forms help to form the cultural and value orientations of people, as they involve their active interaction with each other and with the educator/teacher, demanding tolerance from those who communicate in the universal and moral terms.

Language culture manifests itself at the verbal-semantic (invariant) level, reflecting the degree of language proficiency in general; pragmatic, which reveals the characteristics, motives and goals that drive the development of linguistic culture; cognitive, on which the actualization and identification of knowledge and ideas inherent in a particular society takes place.

The structure of language culture consists of four modules:

Need-motivational (need and motivation in the study of state languages);

Emotional-value (emotionality of language perception, value orientation);

Cognitive (linguistic erudition);

Activity (ethical and communicative qualities of speech, speech creation, language self-development).

Based on the analysis of language functions, nine functions of language culture are defined:

Communicative;

axiological;

epistemological;

nurturing;

Developing;

Normative and regulatory;

Reflective-corrective;

Estimated and diagnosing;

predictive function.

So, language culture is understood by us as a complex integrative quality of a person, which implies a high level of development and self-development of language knowledge, skills, creative abilities, as well as need-motivational and emotional-value spheres.

1) cultural component - the level of mastering culture as an effective means of increasing interest in the language as a whole. Possession of the rules of verbal and non-verbal behavior, contributes to the formation of skills for adequate use and effective influence on a communication partner;

2) the value-worldview component of the content of education - a system of values ​​and life meanings. In this case, the language provides an initial and deep view of the world, forms the linguistic image of the world and the hierarchy of spiritual ideas that underlie the formation of national consciousness and are realized in the course of linguistic dialogue communication;

3) the personal component - that individual, deep, which is in every person and which is manifested through an internal attitude to the language, as well as through the formation of personal linguistic meanings.

Thus, based on the foregoing, it can be argued that linguistic culture is a tool for the development and improvement of a "man of culture", ready and capable of self-realization in modern society.

In most cases, language culture is compared with the culture of speech.

What is the culture of speech?

The culture of speech is a concept common in Soviet and Russian linguistics of the 20th century, combining the knowledge of the language norm of oral and written language, as well as "the ability to use expressive language means in different communication conditions." The same phrase denotes a linguistic discipline that is engaged in defining the boundaries of cultural (in the above sense) speech behavior, developing normative manuals, promoting the language norm and expressive language means.

The terms and concepts of "speech" and "language" are closely related and interact with the terms and concepts of "speech activity", "text", "content (meaning) of the text". Therefore, it is desirable to consider language and speech not only in relation to each other, but also in relation to speech reality, text and the meaning of the text.

Language is a sign communication mechanism; the totality and system of sign units of communication in abstraction from the variety of specific statements of individuals;

Speech is a sequence of signs of a language, organized according to its laws and in accordance with the needs of the information expressed;

Apparently from the difference between these terms and concepts it follows that one can speak not only about the culture of speech, but also about the culture of the language. The culture of a language will turn out to be nothing more than the degree of development and richness of its vocabulary and syntax, the refinement of its semantics, the diversity and flexibility of its intonation, and so on. The culture of speech is, as mentioned earlier, the totality and system of its communicative qualities, and the perfection of each of them will depend on various conditions, which will include the culture of the language, and the ease of speech activity, and semantic tasks, and the possibilities of the text.

The richer the language system, the greater the opportunity to vary speech structures, providing the best conditions for communicative speech impact. The more extensive and freer the speech skills of a person, the better, ceteris paribus, he “finishes” his speech, its qualities are correctness, accuracy, expressiveness, etc. The richer and more complex the semantic tasks of the text, the greater the requirements he imposes on speech, and, responding to these requirements, speech acquires greater complexity, flexibility and diversity.

The culture of speech, in addition to normative stylistics, includes the regulation of “those speech phenomena and areas that are not yet included in the canon. literary speech and a system of literary norms" - that is, all everyday written and oral communication, including such forms as vernacular, various kinds of jargon, etc.

In other linguistic traditions (European, American), the problem of normalizing colloquial speech (manuals such as “how to speak”) is not separated from the normative style, and the concept of “speech culture”, respectively, is not used. In the linguistics of Eastern European countries, which experienced the influence of Soviet linguistics in the second half of the 20th century, the concept of “language culture” was mainly used.

The culture of speech in the understanding of the leading Soviet theorists implies not only a theoretical discipline, but also a certain language policy, propaganda of the language norm: not only linguists, but also teachers, writers, and “general circles of the public” play a decisive role in it.

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