Keyword: «изучение иностранного языка»

Teaching foreign languages includes many aspects. Some problems of teaching linguistic-regional aspect (country study) are considered in this article. Linguistic and cultural studies are culture and civilization of any country. Linguistic and cultural aspect is presented in this work as the main, integral part of language acqui-sition.

The article describes using «TED talks» for learning foreign languages (English as an example). This article represents the methodology, steps and some exercises for teaching by «TED talks». The study reveals the educational potential of using «TED talks», shows it advantages in teaching process.

Art is a form of cultural expression as well as a tool and medium for the dissemination of culture. If culture is a subject of “interpretation,” then art is a “copy” expressed in various forms and means. Combined with the cover form of modern songs, this article discusses the shortcomings of examination-oriented education in modern foreign language teaching from the perspective of “artistic reality” and “mind formation”, and demonstrates its innovative role in promoting foreign language localization.

Currently, the formation of intercultural competence of students at professional non-linguistic colleges as part of studying a foreign language is becoming an important aspect in the development of the system of secondary vocational education. Intercultural competence is a key skill in the modern world, where the demand for a specialist depends not only on his professional qualities, but also on the ability to socially adapt through interaction with representatives of different cultures, partners and clients. In modern education, training must expand beyond narrow specialization and include a comprehensive approach to student development. The orientation of educational programs to the needs of industrial labor markets also involves the development of pedagogical conditions for the formation of intercultural competence within the framework of learning a foreign language. The aim of this study was to specify the content of intercultural competence of students at a non-linguistic vocational college. The implementation of this goal was carried out based on the provisions of the systemic, competency-based, personality-oriented approaches. The author used such methods of theoretical research as analysis of scientific pedagogical literature; terminological analysis; comparison, systematization and generalization of scientific views and ideas of modern domestic and foreign researchers. Despite the diversity of points of view of domestic and foreign researchers in determining the essence of the phenomenon under consideration, they all note the need to integrate the cultural context into the process of teaching foreign languages, which will allow future specialists and graduates of secondary vocational educational institutions to effectively interact with representatives of other cultures. As a result of the theoretical research, a definition of intercultural competence of students at non-linguistic secondary vocational educational institutions in the context of learning a foreign language was formulated. The development of this competence presupposes that students have specific knowledge, skills and abilities that allow them to successfully function in conditions of cultural diversity, find a common language with representatives of other cultures and build constructive interaction with them. As a result of the analysis of domestic and foreign scientific literature, the content of intercultural competence of students at a non-linguistic vocational college was determined. The theoretical significance of the study consists in clarifying the content of intercultural competence of students in secondary vocational education programs. The practical significance consists in verifying the directions for adjusting foreign language curricula taking into account the content of intercultural competence highlighted in this article. The scientific novelty consists in the fact that the author has identified and substantiated the structural components of the phenomenon under study, the focus on which in the process of developing foreign language curricula for students of a non-linguistic professional college will allow a systematic approach to the issue of developing intercultural competence.