Keyword: «sociolinguistic competence»

The article discusses the components of a foreign language communicative competence and briefly describes the ways of their development. Foreign language competence is divided into linguistic, sociolinguistic and pragmatic competencies. Learning a foreign language is not thorough enough if you miss at least one of them because each of the above-mentioned competencies has its own functions covering the most important branches of linguistics. Therefore, it is necessary to pay attention to all components of a foreign language communicative competences in the learning process .

The sociolinguistic component is one of the important elements of foreign language teaching. For a long time, it has had the status of a competence of the second or even third order in regard to communicative and sociocultural competences. However, recently there has appeared a drift to raise its status as high as an approach. The aim of the article is to find out how far the development of the sociolinguistic approach has progressed in the context of foreign language teaching in higher educational institutions and how valid its allocation into an independent approach is. The research is carried out on the material of an array of publications by domestic and foreign authors, which are in open access on e-library and research gate platforms and cover the period from 2000 to 2023. As a result, two groups of works devoted to the use of the sociolinguistic approach in teaching foreign languages in higher education are identified. Practice-oriented works open up its application in teaching certain aspects of the language, types of speech activity, as well as describe certain tools or toolkits that can be used to implement the approach in practice. The theoretical works formulate some provisions of the sociolinguistic approach: they substantiate its place in the system of foreign language teaching in relation to other approaches, formulate its main tasks and develop its conceptual apparatus. The authors of the article reveal that at present there is no holistic perception of the sociolinguistic approach to foreign language teaching, and identify a range of issues to discuss, their solution possibly making a significant impact on building the theoretical basis of the approach under consideration. Such debatable issues include the relationship "individual – general" in speech characteristics of a certain social group, the attitude to standard and substandard language, the influence of social context on foreign language teaching conditions. The expediency of singling out the sociolinguistic approach in the realm of culture-based approaches remains open at the moment. The study pays special attention to the specificity of the sociolinguistic component manifested in the conditions of foreign language teaching at non-language universities.

The article justifies the need to develop preservice teachers of Russian as a foreign language with an understanding of the methodological potential of works of art, as well as the specifics of preparing and conducting lessons using them. The aim of the study was to develop the content of training student teachers to use paintings in RFL lessons and to propose a system of key teaching methods. In defining the theoretical foundations of instruction, the study drew upon works addressing the concept of integrated language and culture teaching, the linguocultural aspects of foreign language instruction, and the use of visual aids in teaching Russian as a foreign language. To develop the linguodidactic and psycho-pedagogical foundations of instruction, lesson samples were analyzed, the teaching process was observed, and interviews were conducted with instructors experienced in creating educational materials based on works of art. A questionnaire was conducted among RFL teachers to identify the frequency and reasons for using paintings. This allowed us to obtain information about the difficulties faced by teachers in preparing and conducting lessons using visual arts. The results of the study indicate the need to incorporate the developed training system into university-level education. The painting serves as a starting point for modeling and designing the process of teaching Russian as a Foreign Language. The theoretical significance of this work lies in the fact that, based on modern scientific and pedagogical achievements, the content of students' preparation for modeling and designing lessons using paintings has been determined: the methodological potential of paintings has been clarified in the context of teaching Russian as a foreign language, and a methodological model for constructing lessons has been determined. The practical significance of the research lies in the developed structure of university classes and the system of analytical, reproductive-constructive, and creative (productive) tasks, which can be used in the practice of teaching university disciplines and in the system of additional professional training. This type of training expands the ideas of preservice and in-service teachers about the possible tools for developing communicative competence, promotes the realization of their creative potential, and fosters the use of various methods, techniques, and tools for instruction.