The article deals with the issue of developing intrinsic motivation with the use of linguistic and regional studies materials; the use of linguistic and cultural material in the classroom in a foreign language. A distinctive feature of the linguistic and cultural aspect of teaching English is the familiarization with the modern life of English-speaking countries. In the modern methodology, the linguocultural approach is considered as an important means of teaching. It really increases the result of memorization when consolidating lexical and grammatical knowledge, supports the process of learning to speak and read, and develops a semantic guess.
Keywords : linguistic and regional studies, linguistic and regional aspect, linguistic and regional approach, realities.
The relevance of the topic lies in the fact that at the present stage, the linguocultural approach has a significant significance in teaching English.The human language, being a social phenomenon, being the most important way of human communication, quite naturally bears the imprint of the spiritual and material culture of a certain nation.The use of the linguistic and regional aspect (LSA) contributes to the formation of motivation for learning, which is significant in the conditions of schooling, because foreign language communication itself is not supported by the language environment. The most important motivational incentive for learning a foreign language is the willingness to expand one's general outlook. Thus, at school, the subject serves as a means of familiarizing students «with the spiritual culture of other peoples». In practical terms, the LSA is aimed at realizing the ultimate goals of teaching a foreign language, namely, teaching communication.It is impossible to prepare students for foreign language communication, to form the ability to communicate without instilling in them the norms of adequate speech behavior and in isolation from knowledge. This determines the significance and relevance of issues related to the development of LSA in teaching a foreign language in secondary school. The productivity of using LSA in the process of teaching a foreign language is indisputable. This serves as a source for a more complete, deeper comprehension of the specific phenomena of the language being studied, ignorance of which leads to insufficient understanding of phenomena, realities, the language itself, which complicates the comprehension of the culture of another people. The LSA opens a broad road to achieve this goal.
The growing formation of international contacts and relationships in politics, economics, culture and other areas determines the consistent orientation of the current methodology of teaching foreign languages to the real conditions of communication. “The desire for communicative competence, as the final result of teaching, implies not only the possession of appropriate foreign language technology (i.e., the language competence of students), but also the assimilation of vast non-linguistic information necessary for adequate teaching and mutual understanding, because the latter is unattainable without the relative equality of the basic information communicating about the surrounding reality” [6].
The perceptible difference in the stock of this information among speakers of different languages is mainly determined by the different material and spiritual conditions for the existence of the respective peoples and countries, the peculiarities of their history, culture, socio-political system, political system, etc.
The state educational standard among the goals of teaching foreign languages at the basic level includes the education of schoolchildren in a positive attitude towards a foreign language, the culture of the people who speak this language. Education by means of a foreign language involves knowledge about the culture, history, realities and traditions of the country of the language being studied (linguo-cultural studies, regional studies). It includes schoolchildren in the dialectics of cultures, in the development of universal culture, in understanding the role of spoken language and culture in the mirror of the culture of another nation.
Addressing the issue of studying language and culture at the same time is not accidental, because this makes it possible to successfully combine the elements of regional studies with linguistic phenomena, which act not only as a means of communication, but also as a way to familiarize students with a new reality for them. According to the opinion of Salonovich N. A., such an approach to teaching a foreign language at school largely guarantees not only a more effective solution of practical, general educational, developmental and educational tasks, but also contains great opportunities to challenge and further maintain the motivation of learning [5].
There are two methods for teaching culture in the course of teaching foreign languages: social science and philosophical. The first method is based on the discipline usually associated with the study of any foreign language.
Theories of " Linguistic and Regional Studies " emphasize that this direction combines, on the one hand, language teaching, and on the other hand, it provides specific information about the country of the language being studied. Since the main object is not the country, but the background knowledge of native speakers, in a generalized form, their culture, it would be correct to speak of «cultural studies». However, the term " Linguistic and regional studies " has already thoroughly entered the practice of teaching foreign languages and, perhaps, it should be abandoned. But it is necessary to clearly understand the difference between traditional regional studies and linguistic regional studies. If country studies is considered a social discipline, no matter what language it is taught in, then linguistic and regional studies is a philological discipline, to a large extent, taught not separately as a subject, but in language practice classes in the course of working on the semantics of a language unit [4].
With a philological approach, it is possible to set two different tasks:
1. Extraction of cultural information from a linguistic unit. In this case, culture comes to the fore as the main task of education. This method, until some time, was predominant in the methodology of teaching Russian as a foreign language.
Learning to perceive or teach a language unit against the background of an image similar to that present in the mind of a native speaker of language and culture.
The image on which the semantics of a word or phraseological unit is built is formed by a student of a foreign language consistently in the course of working on the meaning of a language or speech unit and appears in its entirety when the student encounters this unit. With this approach to working on semantics, on the national-cultural component of meaning, it is not culture, but language that is brought to the forefront of study, and linguistic and regional competence is designed to guarantee communicative competence, which implies operating with similar images in the minds of the speaker and listener, as this happens during communication. among themselves speakers of the same language, the same culture [2].
Thus, the main task of linguistic and regional studies is to ensure communicative competence in acts of international communication, primarily through adequate perception of the interlocutor's speech and original texts designed for a native speaker. Linguistic regional studies guarantee the solution of a number of problems, in particular, the main philological problem of adequate understanding of the text, for this reason it acts as a linguistic basis not only for linguodidactics, but also for translation. Indeed, in order to translate, it is necessary, first of all, to fully understand a foreign text with all the nuances of meaning, including subtext, allusions, hints, and only then, taking into account the addressee, select the appropriate equivalents in the target language, and their ignorance leads to difficulty in communication in a foreign language and, ultimately, to a decrease in the communicative competence of students [3].
So, we come to the understanding that country-specific and linguo-cultural material is necessary and significant in teaching a foreign language, since the use of country-specific material increases students' interest in the subject, improves reading technique and contributes to a deeper understanding of foreign texts. Much attention is paid to this issue, both in psychology and in the methodology of teaching this subject.
One of the key objects of linguistic and regional studies is the realities of the countries of the language being studied. Realities are real facts that affect the life, culture, history of the country of the language being studied, heroes, traditions, and customs. The term «realia» is a Latin adjective of the neuter gender, plural, which in Russian, under the influence of similar lexical categories, has become a feminine noun. In philological disciplines there is a twofold understanding of reality:
realia — an object, concept, phenomenon characteristic of the theory of culture, life, way of life of a people, country and not found in other peoples;
reality — a word denoting an object, phenomenon; also a phrase (usually phraseological unit, proverb, saying, including such words).
Realia is a word that relates to objects through an intermediate category — a referent. A referent is an object of thought that reflects an object or phenomenon of objective reality and forms the conceptual content with which a given linguistic unit is correlated.
In realities, the closeness between languages and culture is most clearly expressed: the emergence of new realities in the material and spiritual life of society leads to the emergence of realities in the language [9].
Compared with other words of the language, a characteristic feature of realia is the nature of its subject content, i.e. close connection of the object, concept, phenomenon designated by the reality with the people, the country, on the one hand, and the historical period of time, on the other. It follows from this that the realities are inherent in the corresponding and / or national color. Color, in addition to the meaning of a general nature (combination of colors), has a meaning — a set of features (epochs, personalities), the originality of something. “It is color that makes a “nationally colored” reality out of a neutral, “uncolored” unit. Coloring — this is the coloring of the word that it acquires due to the belonging of its referent — the object it designates — to a given people, a certain country or locality, a specific historical era; thanks to a referent characteristic of culture, life, traditions, features of reality in a given country or region, in a given historical era, unlike other countries, peoples, eras.
In translation studies and linguistic and regional studies, realia is a special unit. On the one hand, the reality reflects the state, economic, geographical and cultural structure of the country, which gives it the highest, significant weight. But, on the other hand, reality is a word that names objects that are characteristic of the life of one people and absolutely distant to another, which makes it very difficult to translate them, and the translator needs to refer to lengthy descriptions or offer his own neologisms, for example, «overhead " — elevated rail road; «bookmaker» — book maker — a person who accepts bets from the public at the races, «roadster» — roadster — a two-seat convertible car. In some cases, such equivalents can turn into stable phrases: Lord Privy Seal — Lord Privy Seal. The realities also include abbreviations: NAM suit — a suit of strict cut (NAM — National Association of Manufacturers — National Association of Industrialists) [9].
In stylistic terms, realia are considered to belong to the national literary language, and in this they differ from scientific terms, localisms, jargon, etc.
Thus, we see that realities are considered the main object of study of linguistic and regional studies. And if we introduce linguistic and cultural material based on the knowledge of the country of the language being studied, in certain, normalized thematically oriented portions, then this introduction will contribute to the assimilation of the language, not only as a communicative function. The higher the level of formation of active speech activity, the stronger and more stable internal motives will be, which, in unity with broad social ones, will ensure a positive attitude towards the political, economic and cultural life of the country of the language being studied. That is, the educational, educational, developing and, mainly, practical goals fixed in the State Standard will be fulfilled [9].
One of the important objects of linguistic and regional studies, as V. G. Tomakhin, are the background knowledge that members of a certain linguistic and ethnic community have, therefore, the problems solved in this science partially cover the tasks of sociolinguistics. Linguistic and regional studies defines as its task the study of linguistic units that more clearly reflect the national characteristics of the culture of the people — the native speaker and the environment of its existence. According to the linguistic and regional theory of the word (V. G. Kostomarov, E. M. Vereshchagin), the subject of linguistic and regional studies is the selected language material that reflects the culture of the country of the language being studied [8].
Linguistic and regional studies are thus considered an integral part of the process of formation of foreign language communicative competence of students. Linguistic and regional competence guarantees both adequate perception of foreign language speech and adequate speech and non-speech behavior of our student as a speech partner in a situation of communication with a native speaker of a foreign language. Thus, the conclusion about the need to deeply know the specifics of the country (countries) of the language being studied and thus the need for a country-specific approach as one of the main principles of teaching foreign languages has become generally recognized [1].
References:
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- Vereshchagin E. M., Kostomarov V. G. Language and culture. — M., 1993. — 53–61s.
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- Struchaeva T. M. Teaching «writing-reading»: history and modern practice / T. M. Struchaeva //Secondary school. 2004. — No. 5. — S. 83–86.
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