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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 a 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 substantiation of a complex of pedagogical means for the formation of students' linguistic culture.

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 at the 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.

The methodological basis of this study was the provisions and a number of conceptual ideas 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, 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, 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-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 models.

3. The author's program for the formation of the linguistic culture of students, 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, cultural education 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 language 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 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 language 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 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 the prospects for further developments related to the problem of the study are outlined.

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 determine 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 emerged, the solution of which includes: the development of a clear system for the implementation and integration of sociocultural aspects, a unified methodological basis for teaching foreign languages ​​in the context of intercultural communication, further theoretical and methodological research 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 a 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; 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. 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. Over the recent period, 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" (E. D. 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 (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, 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 (H.D. 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 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. 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 were developed and published, which are presented on the INTERNET system and can be used for distance learning (www. seun.ru), a plan-map of the introductory-corrective course, as well as methodological recommendations have been developed to ensure the educational process in the 1st year of the language faculty 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 complex of means of forming a 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 complex of pedagogical means used by us has been tested and worked out 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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139. Samovar, L.A., R.E. Porter, (eds.). Intercultural Communication: A Reader, CA: Wadsworth Publishing Co, 1999

140. Seelye, H. Ned Teaching Culture: Strategies for Intercultural Communication. 1.ncolnwood, IL: National Textbook Company, 1984

141. Sheils J. Communication in the Modern Language Classroom. Strasbourg: Council of Europe Press, 1993

142. Shirts G.R. Beyond Ethnocentrism: Promoting Cross-Cultural Understanding with BaFaBaFa // Intercultural Sourcebook: Cross-Cultural Training Methods. V. 1/Ed. by Fowler S.M.- Yarmouth: Intercultural Press, Inc., 1995, p. 93-100

143. Sikkema Mildred and Niyekawa Agnes Design for Cross-Cultural Learning. - Intercultural Press, Inc. Yarmouth, Maine, 1987

144. Stempleski S. Cultural Awareness. Oxford University Press, 1993

145. Williams M. and Burden R. Psychology for Language Teachers Cambridge1. University Press, 1997159. www.encarta.msn.com/find/consise.asp160. wvvw.krugosvet.ru/articles161. www.stephweb.com162. www.onestopenglish.com

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 pressure, 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. Katherine 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

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 part 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 partial 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 evaluation. 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 conditions of communication. Now, even with the limitation of the problems of language cultivation by the literary language, the connection of the literary language with 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 particular 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. 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.

Now, in post-perestroika Russia, slang is popular, the use of foreign words, jargons of various stripes out of place. This, of course, is all clear. After all, who, after the collapse of the USSR, began to dominate in our country? Organized criminal world. It has its own structure, it has its own language.

And the elements of this language, as the dominant culture, naturally began to occupy a dominant place. By the way, this is not unusual. This happened at all times and among all peoples - the way of life, the culture of the core of the country spreads to the entire periphery, planting its own language.

However, there is a downside to this pattern: language, being a means of communication, can pull culture like a magnet. Therefore, it is necessary to carry out the following work: to try to raise the prestige of the "high" style, to make it the hallmark of a successful person.

Correct, balanced speech should become the norm in society. Moreover, cultural speech should be obligatory and necessary for the majority. Then, of course, such a linguistic culture will pull with it the most appropriate layer of society. And he will dominate.

In our case, unfortunately, this does not happen. From all sides: from newspapers, radio, television and even the Internet, examples of the use of words of low culture fall upon a person, and such a perverted, mutated situation with our great and powerful language in the past is already perceived as a rule as a worthy renewal by new currents of life. But let's figure out where the tops are, and where the roots are, and let's not confuse cause and effect.

For example, let's take action films, which, due to their fascinating nature, have a direct impact on people's minds. And what do they see? Thieves, murderers, drunken cops live a colorful, exciting life. The word thrown by the hero of the film immediately becomes on everyone's lips, sprouting among the masses as a rich harvest.

For example, let's look at the influence of the movie Intergirl, which many have seen. Despite the complexity, the tragedy of the fate of the main character, her life was presented as an exciting adventure, full of romance, a stellar elevation above the ordinary, gray life of the townsfolk.

And immediately the activity of a currency prostitute became prestigious for many. Do you understand what happened? One film made the country's panel craft an alluring and promising pastime. Sociological surveys of girls conducted soon showed that most of them dream of becoming prostitutes.

Indeed, the topic itself is relevant. Bandits and all other evil spirits at the moment just overwhelmed the country. Of course, we need to talk about this, and speak loudly so that everyone can hear, but not in praising tones, thereby promoting this way of life. And it is necessary, by showing this scum, to immediately demonstrate the other side of their life, to put it in antithesis to the normal stratum of society, which is arranged and speaks differently.

It is necessary to make it prestigious, significant, primarily through the same mass media, and then people will have a desire to speak and live according to such a standard of social development. Why, for example, talented artists not to act in an exciting film, where the main character will be an intelligent person who speaks beautifully and correctly. And in this way it is possible to raise the significance in people of high, pure speech.

In this way, in a natural way, the wave of cultural speech will begin to rise, and in order to consolidate such a surge, it is already possible to adopt a law regulating the use of language means. Because such a law adopted now will not work, because it is foreign, alien to the current state of affairs, has no basis.

First you need to raise a wave of desire among the people, and then pass a law that only then will work constructively. This is how you can solve this issue, which to many, even highly educated people, seems now unsolvable.

Unfortunately, the current musical culture does not support the linguistic one. And it's not that many fashionable musical trends, such as rock, pop and rap, are spoiled by low-quality imitations of something great. It's not about that. It is very important what texts go to this music. What do we hear?

"... Vanka-basin, I-you, aha-aha ...", - that is, monstrously unconstructive, some kind of wild cries. And they, moving in a fashionable theme, impose a trend of such meaningless words, conversations without ideas, not connected by meaning. Not only that: such careless slang becomes prestigious.

A set of word-symbols that cannot be a coherent speech has become an indicator of the elite, some distinguishing feature of Bohemia, standing above mere mortals.

Many people, especially young people, do not notice that the intelligentsia - this immune system of society - is itself infected with ptomaine that has risen from the muddy prison lowlands and they begin to see hallucinations that make it difficult to figure out where is the truth and where is the lie.

Well, why not write texts at a cultural level for the same rock or rap, so that the topic being presented has a high style, so that the song is pleasant and well received by listeners? All this will form the taste of the younger generation, on which the future of the country depends.

After all, now the youth is decomposing on these meaningless clips. The basis of a thoughtless existence is fixed in their minds, and it forms their lifestyle, distorting moral values. So, very simply, we ourselves are raising a big problem for ourselves, which can no longer be dealt with by forceful operational methods.

Raising the culture of the language, we raise the general culture of behavior, and hence our standard of living. Lowering the culture of the language, we trample the universal norms of communication into the dirt and thereby reduce our standard of living. It is not surprising that the prestige of our country in the international arena is declining.

Why would he get up if even our intelligentsia often speaks like an ordinary cook?

Philological sciences / 9. Sociolinguistics

K. s. n. Ivanova D. N.

Southern Federal University, Russia

LANGUAGE SITUATION AND LINGUISTIC CULTURE

The purpose of the article is to study the mechanism of the influence of linguistic culture on the language situation in general and the formation of a "superlanguage" in particular. The term "culture of speech" has a more or less unambiguous interpretation in general linguistics and does not need long comments. However, our study allows us to correlate these two concepts of "language situation" and "speech culture" in a new way. It should be noted that in foreign linguistics the term “language culture” was more often used (cf. English Linguistic culture, German Sprachkultur). But such a terminological distinction does not seem significant to us, since in both cases we are talking about mastering the norms of the literary language. To avoid terminological confusion, we decided to introduce the working term "linguistic culture". Now we consider it appropriate to touch on the working definition of the concept of "linguistic culture", since our vision of this concept differs significantly from the generally accepted definitions of the related concepts of "speech culture" and "language culture".

It is very important for us to give our own definition of the term at the very beginning of our discussions on this topic, since our further arguments and conclusions are built in accordance with it. In our understanding, "linguistic culture" includes a total set of ideas, values, beliefs, attitudes, prejudices, myths, religious views, as well as all other possible forms of "cultural baggage" that people bring to their linguistic practice and which regulate their linguistic behavior. Linguistic culture is also associated with the transmission and codification of language and is embodied in texts compiled in accordance with the norms of the language.

We believe that it is important to consider language policy not only as something officially fixed, presented in an explicit form in the form of widely promoted practical measures (de jure), but also as implicitly and informally expressed ideas and assumptions (de facto) that can influence results of the language policy. In other words, if the area of ​​language policy is interpreted as open and defined, then the zone in which various kinds of “cultural baggage” are reproduced and accumulated that can affect the linguistic behavior of individuals is perceived as an indefinite and vague zone and, as a result, it is often ignored, leaving it outside the scope of research.

For us, linguistic culture is a very important part of the study, since, as it seems to us, the explicit area of ​​language policy is only the tip of the iceberg, which is open for study, in contrast to the zone of linguistic culture, which has a latent character, but is interesting for study, as in theoretically as well as in practical terms.

Linguistic culture consolidates people, being the result of their interaction, which ultimately serves to self-organize, reproduce and fix language forms. Linguistic culture, being a part of the consciousness of the people reproducing it, is also a part of their living environment, that is, the context in which the daily communication of individuals takes place, their mentality and style of linguistic behavior crystallize.

For the first time, the term "linguistic culture" was used by Harold Shifman in 1987 when describing the processes of linguistic assimilation by German speakers in the United States. The meaning of this term, as Shifman introduced it, was also influenced by his rich life experience in studying linguistic situations in various multi-ethnic regions, such as India and the USSR. Shifman studied the Tamil language, one of the oldest and most widely spoken languages ​​in India, especially deeply. It was while studying the language that he first got the idea that Tamil has a number of unique characteristics that set it apart from other language groups in India, while at the same time revealing similarities with the languages ​​of South Asia. The totality of these unique sociolinguistic characteristics he called linguistic culture.

The Tamils ​​themselves have a special reverence for their language for its “purity”, ancient literature, and for quite a long time they have been trying to revive it, cleanse it from overseas influence, the impact of Sanskrit and Hindi is considered especially dangerous. As a result of specially thought out and implemented practical measures in the field of language policy, the modern Tamil language is characterized by a small number of lexical borrowings (in comparison with other Indian languages) from Sanskrit. Measures to protect the language from external influence worked even at the phonetic level. The phonological system of the modern Tamil language has a number of absolutely unique archaic features, such as, for example, the non-phonemic opposition of voiceless and voiced stops.

The struggle for the "purity" of the Tamil language was long and stubborn, and lasted for almost half a century. The Constitution of India, adopted in 1950, proclaimed a "voluntary" transition from English to Hindi and outlined the terms of the adaptation period - 15 years. Early in 1965, Hindi supporters announced that it was time for the British to give way to Hindi. The negative reaction of speakers of other languages ​​was not long in coming. Native speakers of the Tamil language were distinguished by particular fanaticism and went to extreme measures (up to cases of self-immolation) in order not to succumb to this "abomination".

In a stable era, society is a fairly clearly defined taxonomic system, formed by national culture (with its established stereotypes of behavior and a fairly clear axiological scale), on the one hand, and by linguistic culture, enshrined in the canonical corpus of texts, on the other. If in a period of relative static social development, only a few doubt the national behavioral canons, then in a period of pronounced dynamism, the number of people who find themselves without a clear support, without a system of beliefs, values ​​and ideals increases. Linguistic culture is revealed through a system of views, attitudes, assessments, norms and mindsets, fixed in linguistic signs, which are correctly read only by native speakers of this culture.

Our author's hypothesis lies in the assumption that linguistic cultures that demonstrate a greater degree of proximity contribute to faster linguistic and cultural assimilation. This is exactly what happened to the Germans and other immigrants from Protestant countries in the United States. In the case of the transition to bilingualism, the carriers of adjacent linguistic cultures will more likely manifest subordinate bilingualism, in which languages ​​are not separated in their minds, and, conversely, in the presence of distant cultures, cases of manifestation of coordinated bilingualism for a long time are more often recorded, which is characterized by the separate existence of languages ​​in consciousness. The nature and type of linguistic culture determine the way of interaction of languages ​​in the mind of the individual and the mediation of the secondary language system of the primary one.

Thus, the idea of ​​contiguity of linguistic cultures underlay the slogans about the creation of a single Turkic language. As you know, the Turkic languages ​​demonstrate a great degree of material closeness, so there have been many attempts in history to bring these languages ​​closer to each other. This idea was clearly voiced at the beginning of the twentieth century and after the October Revolution retained its relevance. However, as Western researchers note, attempts to create a single Turkic language were doomed to failure from the very beginning. And the reason, to a greater extent, was not in the linguistic area. Most Turkic languages ​​are so close to each other that their speakers can easily understand each other. The reason was, rather, that the Turkic peoples, demonstrating the commonality of linguistic cultures, diverged from each other economically and politically.

Nowadays, when the ideas of reviving the identity of cultures have become popular, and every nationality is striving to acquire autonomy, such calls look less promising. In addition, in most Turkic languages, the processes of normalization and standardization are more or less completed. However, such slogans can be heard from time to time, including in the North Caucasus.

If we sum up the various calls that sound in different regions, then we can distinguish two competing ideas - about the creation of a kind of "superlanguage" and the use of Turkish by all Muslim Turks. The myth about the Turkization of the literary language was at one time quite popular in Dagestan and, of course, in the first place in Azerbaijan, especially under A. Elchibey. In Dagestan, the spread of this idea has a number of prerequisites of an objective and subjective nature. Firstly, in the conditions of the "ethnic and linguistic diversity" of this region, the creation of a single literary language seems to be very problematic, if not impossible. Secondly, a retrospective analysis of the language situation in Dagestan shows that the Turkic languages ​​(Kumyk and Azeri) played the role of languages ​​of interethnic communication in multiethnic Dagestan. However, today the romantic image of Turkey as a symbol of the modernization and Europeanization of the Islamic world has noticeably faded. "The ethno-elites of the "indigenous peoples" of the North Caucasus (including the Turks) are ethnocentric and strive to preserve their ethnic identity and have a negative attitude towards their cultural dissolution in the Turkic superethnos".

Another project (the creation of a "superlanguage") was popular in Uzbekistan, where the "Middle Turkic" language "Ortaturk" was developed. In 1993, an international conference on this topic was held in the city of Tashkent. The authors of the project focused on the idea of ​​developing a “method for creating averaged languages” based on “a mathematical procedure for averaging at each of the levels of the language (phonemic, lexical, morphemic, syntactic) through formulas. In one of the publications, such a language was compared with Esperanto.

Of course, the implementation of such projects is possible only if the linguistic cultures of the peoples involved in these projects are similar. For example, we can talk about the possibility of creating similar projects for the Belarusian and Russian languages, or Tajik and Persian. The similarity of linguistic cultures is demonstrated by Ukrainian and Russian. But in almost all these cases, the possible processes of convergence of closely related languages ​​run into ethno-rapid tendencies, especially noticeable in recent years. In conclusion, we would like to note that the specificity of the modern language situation in multi-ethnic regions is manifested in the action of the following antimonies:

Increasing the level of sovereignty of national entities contradicts the centripetal tendencies of current state policy;

Complete cultural assimilation, which is most likely to be achieved by speakers of close linguistic cultures, can lead to linguistic and cultural erosion and, ultimately, to the loss of national identity not only by ethnic minorities, but also by larger ethnic groups.

LITERATURE

1. Schiffman, H. F. (1996). Linguistic culture and language policy. New York: Routledge. P. 45-48.

2. Schiffman, H. F. (2002). French language policy: Centrism, Orwellian dirigisme, or economic determinism? In J. A. Fishman (series ed.) & L. Wei, J.-M. Dewaele, & A. Housen (vol. Eds.), Contributions to the sociology of language. Vol. 87: Opportunities and challenges of bilinguism (pp. 89–104). Berlin: Mouton. P. 206-208.

3 Ramaswamy, S. (1997). Passions of the tongue: Language devotion in Tamil India, 1891-1970. Berkeley, CA: University of California Press. p. 92.

4. Miller, R. A. (1982). Japan's myth: The language and beyond. New York: Weatherhill. P.106.

5. Chernous VV Russia and the peoples of the North Caucasus: problems of cultural and civilizational dialogue // Scientific Thought of the Caucasus. Rostov-on-Don. SKNTs VSH, 1999, No. 3. S. 19.

The linguistic policy of France is a predominantly centrist policy aimed at one single language, in particular French. As a rule, such a policy is imposed from above. It is officially declared and strictly controlled by a centralized state (essentially multilingual, but refusing to acknowledge it).

This behavior of the state is primarily due to historical development. The centrist policy of monarchical, autocratic Europe originates in the period of the formation of the national state in France in the 17th century and which is led to its logical conclusion by the Great French Revolution.

Most states consider the propaganda of their national culture as a tool for spreading political influence in the world. International relations in the field of culture serve to enhance the "greatness" of those states that participate in them. A direct connection is established between the "global" rank of a nation and the spread of its culture in the world.

In France, the first government agency to have the word "culture" in its name was created in 1945 - the General Directorate of Cultural Relations. So the French leadership sought to strengthen the country's role in world politics. Moreover, priority was given to the spread of the French language abroad. In the early 1980s, an attempt was made at the cultural policy of France.

Today in France there are a large number of structures, organizations and commissions designed to influence the language sphere. There are structures that develop and implement the "linguistic-cultural" policy of France in the international arena, determine the country's policy associated with the International Organization of La Francophonie and with the strengthening of the role of the French language in the world.

The main role is played by the President of the French Republic, who determines the direction of the country's foreign policy. He represents France at the regular summits of the Francophonie.

In 1940, the governor of Chad and French Equatorial Africa, Felix Eboue, a native of French Guiana, proposed to grant autonomy to the French African colonies. The old system was to be replaced by some kind of "association" of France and Black Africa, which would respect national customs and institutions and would be governed by France not directly, but through a system of adnexal organs.

It is worth emphasizing that F. Eboue was one of the few French governors who, immediately after the capitulation of France, broke ties with the Vichy government and recognized de Gaulle's London government. This plan was supported by General de Gaulle, the leader of the Free France, in his famous speech in Brazzaville (the capital of the African colony of the Congo). After the end of World War II, these ideas were put into practice. Under the new French constitution of 1946, the French Union was created, which included France and its colonies. Thus, French citizenship was granted to all residents of dependent territories. According to de Gaulle, France was called upon to "raise people step by step to the heights of dignity and brotherhood, where one day they could unite." The new citizens of France were given the right to elect their own representatives to the National Assembly. This caused discontent among part of the French elite, who feared that, due to demographic factors, France was in danger of becoming "a colony of its own colonies." In addition, many did not like the fact that in the framework of the new plan for the development of African territories, France is investing in them a huge amount of money. On the other hand, most African leaders sought to achieve complete independence from France. Nevertheless, the "transitional period" lasted more than ten years.

On October 4, 1958, after the return to power of Charles de Gaulle, a new French Constitution was adopted. One of its sections was devoted to the relations of France with the colonies. Recognizing the principle of "free self-determination of peoples", the document proposed to the population of the "overseas territories" to form, together with France, a single community based on "equality and solidarity of the peoples that make up it." Community members were to enjoy autonomy in internal affairs; foreign policy, defense, economic and financial policy, the use of strategic raw materials, were in their common competence. After the adoption of the Constitution in the mother country, a referendum was held in the "overseas territories". The population of the colonies was asked to answer whether they approved of the draft Constitution and whether they wanted to remain together with France in the Community. The population of Guinea rejected the draft constitution, and on October 1, this country became independent. The remaining French colonial possessions approved the draft constitution and received the status of member states of the Community, enjoying internal autonomy. Nevertheless, in less than two years, almost all of them chose to leave the Community, gaining full independence (only in 1960, 14 former French colonies in Africa gained independence).

Thus, the Africans did not support de Gaulle's project, striving for complete independence from the former mother country, and de Gaulle, being a realist, accepted this fact. Therefore, the proposals of African leaders to create an interstate francophone community were not taken seriously. At the same time, he was aware that, having begun serious work on the organization of the Francophonie (requiring large financial and material costs and, obviously, doomed to failure), France fell under fire as a “hegemonic” and “neo-colonial” power.

Nevertheless, de Gaulle actively supported the activities of non-governmental international organizations that promote the spread of the French language on the planet and seek to make it a tool for the dialogue of cultures (for example, such as the association of French-speaking universities or parliamentarians). However, de Gaulle had a negative attitude towards the creation of an intergovernmental international organization on this basis. But it was precisely the activation of the activities of non-governmental organizations in the 60s that eventually became one of the main factors in the creation of the first interstate body of La Francophonie - the Agency for Cultural and Technical Cooperation in 1970.

In addition, with all his activities within the country and in the international arena, de Gaulle objectively contributed to the implementation of this project. It was only thanks to his policy that the conditions necessary for the implementation of the Francophonie program were created. France gained political stability, strengthened its political weight and independence in world politics, strengthened its moral authority on the international scene, having managed to complete the decolonization of African countries and settled the Algerian crisis.

At the end of his reign, de Gaulle somewhat softened his position in relation to the interstate superstructure over the Francophonie. French Minister of Culture A. Malraux took an active part in the preparatory meetings before the establishment of the Agency in 1970. But it was called upon to deal only with "cultural" questions approved by de Gaulle.

After the departure of de Gaulle from the political arena and against the background of the constant decline in the authority of France on the world stage, the real use of the Francophonie for the needs of the country's foreign policy actually began. At the same time, this was facilitated by the logic of the development of any organization "from simple to complex" and "get used" to the Francophonie by the outside world.

In the 1980s, a socialist president could already shrug off accusations of "neo-colonialism." In the 90s, after the collapse of the bipolar system, in which France had the opportunity to balance between the poles to demonstrate the "independence" of its foreign policy, the francophone project began to intensify.

So, today in France there are a large number of structures, organizations and commissions designed to influence the language sphere. There are structures that develop and implement the "linguistic-cultural" policy of France in the international arena, determine the country's policy associated with the International Organization of La Francophonie and with the strengthening of the role of the French language in the world. This behavior of the state is primarily due to historical development.

The attitude of the French to the French language

In France, the population is attentive to the language of daily communication. The French are not particularly interested in the effects that the official linguistic policy of Paris has, but they do worry about the problem that "a language can become somewhat more primitive if, for example, its spelling is simplified."

David Gordon, another well-known linguist, notes that the French see their language as playing an important role in the world: French is therefore seen as universal, pure and understandable. “Typical is the concern of the French for the purity of their language, so that it is not distorted or corrupted. Just as usual for them is the widespread belief that the expansion of the French has an educational mission and at the same time the strengthening of the political position of France in the international arena. This very educational mission is connected with the subconscious belief of the French that France is the bearer of a universal idea, the idea that human nature is unchanged everywhere and at all times, and the laws of this nature are most fully reflected and observed in France.

On December 31, 1975, French President Valéry Giscard d'Estaing signed a law to protect the French language from the invasion of English and any other language, and therefore a foreign culture. The law also dealt with guarantees of linguistic status in certain commercial and certain other areas in France itself. During the debate that led to the adoption of the bill, parties of various political persuasions supported this law. One of the politicians who spoke for the French Communist Party in a message to the Senate in October 1975 said what could have come from almost any party: “Language is a powerful determinant of national self-consciousness, a mediator of national heritage, its true conductor of this heritage, in which the school can not be the main means of transmission of this heritage. We do not agree with those who resign themselves to the degeneration of the language, with the fact that grammar, vocabulary and style become superficial, poor and unsaturated, and that fewer and fewer people study national literature, which is a heritage and national consciousness.

So, French-speaking peoples have a strong positive attitude towards their national language. According to the French themselves, their language is pure, rational and is in constant inextricable connection with their culture, which they greatly appreciate. They perceive the French language not just as a means of expressing culture, but as its most important personification. And since they see both language and culture as part of a single whole, they have fears and worries about the fact that such a rapid growth of the expansion of the English language will introduce foreign cultural values ​​into their culture. And therefore, their somewhat negative attitude towards the English language is fully justified by their rejection of the Anglo-American culture in general.

Notes

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