Analysis of foreign language educational-methodical complex

The content of teaching foreign languages within the framework of the described approach includes an introduction to:

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  – value systems that dominate in the co-studied societies (in social, professional, age, ethnic and other groups);
  
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  – historical memory of the co-studied societies as a whole and the communities that they comprise;
  
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  – political, economic, scientific, artistic, and religious cultures, and their reflection in the styles of life of different social classes, ethnic groups and other societies;
  
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  – traditional and new material culture, industrial and economic potential of the country as a part of the value system;
  
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  – socio-cultural features of speech etiquette of oral and written communication, the technique of participation in it;
  
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  – socio-cultural characteristics and speech behavior of national-specific forms of communication as a characteristic feature of the style of life in the country of the studied foreign language;
  
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  – methods of grammatical and lexical variation of foreign speech in the framework of formal and informal communication;
  
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  – value-orientational connections of the co-studied countries with a value-orientation core of regional- continental culture (for example, European culture);
  
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  – public life and culture of the country of the studied foreign language as a member of the world community;
  
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  – awareness of oneself as a carrier of certain socio-cultural views, as a citizen of one's country, a member of the world community.
  
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  In the interpretation of the Council of Europe on foreign language education, the main thing in interpreting the sociocultural aims and the content of foreign language education is the focus on the personality of the learner, to the national cultural background of his native environment and to the role that his experience and ideas, formed in his native culture, play in the process of comprehending the foreign culture.
  
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  The most important factors in this respect are: socio-political context of life in the home country; historical, cultural, socio-economic, aesthetic and ethical standards of the native for the learner sociocultural environment; features of the process of socialization in his home country through interpersonal communication, mass media, religion; individual factors, such as the age of the learner, the degree of his awareness in the culture of the countries and peoples being studied, his interests and the need for mastering foreign languages.
  
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  According to European normative documents, the discussion of such problems as individual features of perception of a foreign-language reality by the learner, his thoughts about it, his linguistic experience in situations of perception and interaction, the ability to adequately resolve the situations of disruption of the communication process, i.e. processes of metacommunication - all this is characteristic for the organization of foreign language teaching in accordance with learner-centered socio-cultural approach.
  
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  The methodological dominant of the sociocultural approach ,according to the researchers, incorporates problem sociocultural assignments that are applied in respect of their educational and methodological acceptability and have a learner-centered nature and are aimed at the development of a foreign language communicative competence and a common culture of communication and cognition.
  
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  As for the linguistic-cultural approach, it combines elements of regional studies with linguistic elements, that is, it forms a communicative, linguistic-cultural and cultural competence (M.A. Ariyan, M.K. Borisenko, I.N. Zoteeva, K.V. Krichevskaya, G.D. Tomakhin and others). The founders of this approach E.M. Vereshchagin and V.G. Kostomarov have substantiated the idea of the need for simultaneous study of the national culture of people and their language. Addressing the problem of co-studying the language and culture, according to the proponents of this approach, allows us to combine elements of regional studies with linguistic phenomena, which act not only as a means of communication, but also as a way of acquaintance of learners with a new reality for them. The subject of linguistic investigations was the study of the language in order to reveal the national and cultural specifics in it. In the framework of the described approach, the lexical composition of the language was recognized by the researchersas the main source of linguistic and cultural information. Therefore, the main attention of researchers was paid to the national and cultural semantics of words, to the study of equivalent and nonequivalent lexical concepts, to the background and terminological vocabulary, phraseological units and aphorisms, in which, according to linguistic experts, national-specific information is «hidden». A special place in foreign-language education was given to specific linguistic-regional texts, questions of their selection and enhancement of linguistic-cultural studies of its various types (pragmatic and projective).
  

2.2Language and regional researchers made a great contribution by detailing one of the leading instructional principles in the modern context – the interrelation of foreign and native languages of learners, and its role in encouraging the positive transition of some abilities and skills, as well as in prevention of language interference which makes learning difficult.
Summarizing the above mentioned on the modern cultural approaches to foreign languageteaching, the following conclusions can be drawn. In the modern methodology of foreign language teaching, there are various methodological concepts which put forward co-studying of language and cultureas priority provisions. These include linguistic-cultural, communicative-ethnographic and sociocultural approaches. Differences between them are observed in the interpretations of the original assumption. Thus, the linguistic-cultural approach focuses on the study of the products of the national culture (which are manifested mainly in vocabulary), the communicative-ethnographic approach focuses on the national and ethnic aspects of communicative behavior of communicants, while the sociocultural focuses on cultural phenomena manifested at the national, ethnic and social levels.
Culturological approaches allow us to move from universal methodological concepts to differentiated ones, in which the interests of students are placed at the center of the learning process, and the main aim of education is the formation of culturological and communicative competence. However, from the point of view of the realization of the culturological component in foreign language teaching, in the opinion of many researchers (M.G. Atstovatsatryan , G.V. Elizarova, T.K. Sattarov), one of the most optimal approaches is a communicative approach, as it takes into account the specific needs of students and provides real communication skills.
As it was mentioned above, the approaches, as a rule, reflect one or more components of the modern methodology of foreign language education with an obligatory conceptual reflection of this methodology in a single «methodological system» of foreign languages teaching or the concept of foreign language education. This concept is currently recognized by the theory of intercultural communication of S.S. Kunanbayeva
At the initial stage, the emphasis is on pronunciation. According to Harmer, the first requirement for those who know the native language during the conversation is pronunciation. At the beginning of the learning process, the teacher should focus on the student's pronunciation. Language learning is one of the most important areas of human society. Language, which is a means of communication, can be practiced in a natural environment, that is, in the family, in the community, or in an organized way. Knowledge of linguistic phenomena is taught in theory. Knowledge of languages, especially multilingualism, is of great importance in today's world of international relations. Pupils and students studying in our country usually learn three languages. These languages are referred to by special names. These are: native language, second language, and foreign language. Mother tongue is the first language that plays a special role in the formation of thinking. When it comes to the second language, it is considered as the language of brothers and sisters of other nationalities, neighbors. Effective organization of scientific and practical activities of students in the teaching process is planned in advance, each lesson is carefully planned to focus on the creation of an independent text for a specific purpose, the lesson is organized on the basis of modern pedagogical technologies, if necessary it is extremely useful to select sample exercises and include them in the plan as an additional lesson, to conduct the lesson in the spirit of intergroup competition. The teacher constantly encourages students to express their views on the topic studied, to positively understand the suggestions and comments made by them, their attempts to demonstrate their talent, to constantly encourage such creative, exploratory efforts. it will be necessary to strengthen them, to create conditions and opportunities for them.