LINGUOCULTURAL COMPETENCE AS A COMPONENT OF THE PROFESSIONAL TRAINING OF FUTURE TEACHERS

Abstract

The article examines the content of the concepts of "linguoculturology," "linguoculture," and "linguocultural approach." The essence of the central concept "linguocultural competence of a teacher" is defined as an integrative quality that characterizes the personal traits of the teacher, their abilities, subjective and social experience gained through mastering a system of cultural values, and based on a set of knowledge about culture, skills, and abilities to operate with them in practical activities. These elements determine readiness for active and effective participation in the life of modern society and for further professional and personal development. The main directions of scientific analysis of the concept "linguocultural competence" are characterized as competency-cultural, communicative, linguocultural, and linguodidactic approaches. The distinction between "linguoculturological competence" and "linguocultural competence" is clarified. The interconnected components of a teacher’s linguocultural competence are identified and described, namely: personal qualities, linguocultural values, knowledge, skills, and abilities, as well as subjective and social experience, reflecting the readiness of an educator to perform personally and socially meaningful professional activities on a linguoculturological basis. As a result of the analysis of scientific sources, the process of forming students’ linguocultural competence is characterized, which includes value- motivational, informational-cognitive, personal, perceptual-interactive, and communicative-behavioral components. One of the most effective means of developing linguocultural competence in both future educators and general secondary school students is literary texts, which serve as a universal source for adequate understanding and reflecting upon the linguocultural picture of the world.