Общение как цель и средство формирования межкультурной коммуникативной компетенции. Функции общения.

Communication as a goal and means of formation of intercultural communicative competence. Functions of communication.

Traditionally we distinguish the following aims in FLT: practical (or communicative – pupils get some skills in R-g, W-g, S-g, L-g), educational and cultural. Nowadays we emphasize the integrative character of the aim in FLT. So, the aim of FLT is a complex, integral one and it implies 3 aspects:

- Pragmatic that consists in the formation of intercultural Communicative Competence;

- Cognitive that consists in the development of cognitive mechanisms of the learners;

- Pedagogical that consists in the development of "language ego", that is "личности субъекта межкультурной коммуникации" according to S.S. Kunanbaeva (2006).

Cognitive and linguistic development go hand in hand with the development of "language ego" in the process of FLT/L.

Aims are determined by the social requirements, by the requirements of people and society. According to the conception of Kazakhstan in every pupil we should develop a personality, capable of communicative competence, so as to integrate in the system of worlds and national culture. We should develop language personality(Language Ego) What makes pupil Language Ego? It is ability to fulfill different types of speech activity and communication. Language Ego is a universal category of creating relations between people. The category of Aim is a developing category. The aims in FLT were not always the same. In the period when the dead languages were taught, when Grammar-translation method was domineering the teaching of FL included reading and translation, development of logical thinking. Pupils were given a list of vocabulary, classical texts to translate from native to foreign or on the contrary, grammar rules to learn. They could never speak. With the development of capitalism, when it was necessary to know language practically, the direct methods appeared, which aimed at teaching Speaking as a mean of communication. Nowadays the communicative aim in FLT at school is determined by the following factors: 1) the economic factors; 2) the political condition of society; 3) the requirements of the society; 4) general goals of education; 5) nature of the subject; 6) conditions(books, equipment,etc)

27. Современные подходы в иноязычном образовании. Их основные характеристики. (Личностно-центрированный, когнитивно-коммуникативный, лингво-культурологический). Modern approaches in foreign language education. Their basic characteristics. (Person-centered, cognitive-communicative, linguistic and cultural).Qualitatively new requirements to the education lead inevitably to the changes in the system of FLT. According to Kunanbaeva S.S. our Methodology of FL education in called Cognitive Lingiiacultural Methodology (2006). According to the state documents and the programs, the FLT is introduced into the new types of schools-gymnasia, lyceums, profile schools and specialized schools as well as international types of schools at different stages. The new philosophy of Education proclaims pupil-centered approach, that is the main focus, the main figure is the pupil with all his cognitive mechanisms (memory, perception, thinking and its operations).

The final goal in FLT is Intercultural Communicative Competence and its components (Language Competence, Speech Competence, Socio-Cultural Competence, strategic Competence and Discourse Competence) and the development of "language еgо" (Караулов Ю.Н), (личность субъекта межкультурной коммуникации – С.С. Кунанбаева, 2006). Intercultural Communicative Competence implies the ability to communicate, to use the target language as a mean of communication on the intercultural level.The importance of FLT can hardly be overvalued; its practical, educational and cultural value is great. Students extend their knowledge of the world, their philological outlook, their notion of cultures by comparing things in FL1, and FL2. It is important to understand what we mean by culture. Culture is a way of life. Culture is everything. It's the context within which we exist, think, feel and relate to others. It is the glue that binds a group of people together. Culture is an ingrained component of FLT.A language is a part of culture and a culture is a part of a language. The acquisition of a FL is also the acquisition of a second culture. It is co-teaching of culture and language (со-изучение культуры и языка). Co-teaching of language and culture is implemented through content based and context-based language instruction. Content-based teaching of culture focuses on culture-related information, while Context-based instruction emphasizes real-world where people behave in a culturally appropriate way. Content-based teaching is knowledge-oriented instruction and context-based teaching is skill-oriented.There are different approaches to organization of the process of teaching FL. The most known models are as follows:M1-FL1+FL2 are taught concurrently (parallelly) in the 1-11 forms (3 hours a week).M2-FL2 is introduced in the 5(7) forms (3 hours a week).M3-FL2 is taught in the senior forms (10-11) (3 hours a week). It is considered to be most rational.