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The factor of social cultural resources of Moscow within the methodological system of preparing students at Language University for intercultural foreign language communication

V.A. Goncharova, V.V. Alpatov
80,00 Р

 

UDC 811:316.7(1-25)

https://doi.org/10.20339/AM.05-21.050             

 

V.A. Goncharova is Cand.Sci. (Pedagogy), Ass. Prof. e-mail: v-goncharova@yandex.ru; and V.V. Alpatov is Cand.Sci. (Philology), Ass. Prof., e-mail: alpatov.v@list.ru  both at Institute of Foreign Languages of Moscow City Pedagogical University

 

Presented is the authors’ elaboration of the articles, enhanced their previously stated idea about the need to integrate the socio-cultural resources of the Moscow metropolis into the system of preparing students for intercultural foreign language communication. To design an educational environment within the framework of the intercultural approach to TEFL a systematic typology of the socio-cultural resources of Moscow is suggested based on the three levels of understanding of Moscow: as an urban space, as a center of regional and national culture, as a global capital. Based on the typology, the fundamental components of the methodological system of intercultural foreign language education of students of a language university are generalized, taking into account the use of such resources. Hence the authors share the objective of TEFL within the intercultural approach as the triple unity, i.e. to understand the essence of educational communication as a unique, but acceptable array of existential trajectories, to build one’s own trajectory (as a result of study of the city as an environment of interaction of individual routes), to compare it with other possible trajectories (the study of the city from the standpoint of its regional and national specifics), and to implement this trajectory in a true life communicative situation (interaction with the city from the standpoint of its intercultural manifestation). The components of the content of training at its cognitive (knowledge and understanding), operational-activity (skills) and axiological (attitudes, willingness and values) levels, as well as the specific principles of such training are specified. As a result, the deficits and current problems of studying such integration are summarized.

Key words: social cultural resources of Moscow, a language university, intercultural foreign language education, methodological system.

 

References

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  2. Yazykova, N., Goncharova, V., Budnikova, A. Transcultural approach to teaching English as an International Language: goal setting. European Proceedings of Social and Behavioural Studies. Vol. 95. DCCD 2020. European Publisher, 2020. P. 1195–1202.
  3. Yazykova, N.V. 2018. Challenges in untercutural approach to langiage pedagogy and ways to respond to them. Language-Culture, Thinking-Cognition, integrative research. P. 275–282.