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Article’s purpose. The article deals with the complex of sociocultural assignments for teaching students intercultural communication on the material of the English language. Methodology. The methodological principles of interrelated communicative and sociocultural development of the student's personality, the principle of gradual formation of the sociocultural competence, the principle of contrastivity, which are the basis of the developed complex, are substantiated. The principle of interrelated communicative and sociocultural development of the individual involves the development of speech skills, as well as the development of sociocultural abilities and sociocultural qualities of the individual, which contribute to the achievement of mutual understanding with the speaker of a target language. The principle of gradual formation of sociocultural competence provides the inclusion of indicative and executive stages in the learning process. The principle of contrastivity provides the comparative study of native and foreign cultures. Scientific novelty. The indicative, performing and controlling components in the structure of sociocultural assignments for teaching students intercultural communication are allocated. Indicative and interactive tasks are considered. Indicative tasks involve the acquisition of sociocultural knowledge and the development of skills to navigate in the native speaker of the language and in terms of interaction. As a source of sociocultural information, the author recommends the use of «value capsules» and «language capsules», which are cultural texts. «Value capsules» are used at the indicative phase; «linguistic capsules» are used at the performing stage of sociocultural competence. Interactive tasks require the performance of speech activity and are directed at the development of social skills to use appropriate verbal and nonverbal behavior in the intercultural communication. Examples of indicative and interactive tasks on the topic «Friendship» are given. Conclusions. The complex of English language sociocultural tasks for training students in intercultural communication is considered and presented. |
