Keyword: «speech behavior»

The relevance of the research problem is due to the processes of globalization, entailing changes in the world educational space, including Russian higher education establishments; the contradictions between the needs of the modern graduates to be able to participate in foreign language communication and a lack of well-developed methodological base which is necessary to form students’ language competence through cross-cultural communication in the classroom. The purpose of the research is to consider the understanding of the concept "competence", in particular “language competence”, by the representatives of foreign and Russian scientific communities, and to determine the features of the formation of language competence of University students in the light of the communicative approach, to identify priority areas that determine the effectiveness of teaching foreign language through cross-cultural communication-based activities involving students in discussions of social and professional-oriented situations. The study is based on such methods as theoretical analysis of domestic and foreign literature concerning the research problem, pedagogical observation and generalization of the results of the proven record of the authors. The theoretical significance of the article is revealed in the interpretation of "language competence" concept of the foreign and Russian scientists, as well as the justification of the specifics of the implementation of the communicative approach in the process of formation of University students’ language competence through social and professional-oriented discussions, i.e. training a competent language user, who is able to communicate in multicultural society and in the sphere of business. The practical significance of the research is to consider specific methodological aspects for effective problem solving while arranging foreign language communication through activity-based tasks performance. It is concluded that the formation of students' language competence in order to implement cross-cultural communication implies a cognitive and activity-based learning, i.e. it’s necessary to involve students in the process of foreign language communication. The article presents didactic materials helping create an atmosphere of real-life cross-cultural communication, and push students to cognitive and activity-based communication, pair and small group collaboration, and problem discussion activities through the exchange of reasoned opinions, which contributes to the development of students' mental activity and the formation of cross-cultural communication skills.

The article deals with the issue of the current level of speech culture in everyday communication, the loosening and destruction of the normative usus, the distorted understanding of social and speech behavior traditions and rules by young people. Special attention is paid to the speech behavior of high school students of Perm secondary schools in order to identify regional features of modern speech culture state. The specific objectives of the article are an attempt to describe one of the aspects of modern schoolchildren ideas about speech etiquette, as well as an attempt to determine the content of the speech standard currently being formed in the youth environment of the Perm Region.

The article is devoted to the study of the phenomenon of youth slang as an important tool for socialization and self-affirmation in the adolescent and youth environment. The author, based on pedagogical and psychological analysis, considers slang not just as a set of jargon words, but as a specific speech practice that allows young people to construct their own identity, separate from the adult world and establish intra-group connections. The paper identifies the main functions of slang: identification, communication, emotional-expressive and oppositional. Special attention is paid to the pedagogical aspects of this phenomenon: the risks of total immersion in the slang subculture (decline in speech culture, difficulties in communication in an official environment) and the possibilities of using slang as a means of establishing pedagogical contact are analyzed. In conclusion, recommendations for teachers and parents on building a constructive dialogue with children without devaluing their linguistic experience are offered.