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2 Педагогічні науки: теорія, історія, інноваційні технології

2 Дука М.

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ТИПОЛОГІЯ НЕВЕРБАЛЬНИХ ЗАСОБІВ КОМУНІКАЦІЇ ДЛЯ ФОРМУВАННЯ ЛІНГВОСОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ У ПРОЦЕСІ АНГЛОМОВНОГО ЧИТАННЯ

100%

Дука М.

nr 4(58)

243-252

The article deals with the scientific and methodological basics of forming linguosociocultural competence as a сomplex and multicomponent phenomenon in the process of teaching reading in English the students of universities who learn English as the target language. The abundance of different definitions of “non-verbal signals” necessitates the analyses of the approaches to defining the notion. Thus the main approaches to defining the notion of “non-verbal signals” have been analyzed. Non-verbal signals have been defined as the meaningful movements of a person, which include gestures, mimics, pantomimics, changes of personal space, distance, particularities of voice and its modulations and such specific static details as clothing, hairdo styles, accessories, jewelry, tattoos, the smell of a person, etc. The basic criteria of non-verbal signals classification have been singled out. The typologies of non-verbal signals have been introduced. Among them are 1) the typology which is suggested in accordance to the physical nature of producing the non-verbal signals and 2) the typology which is suggested in accordance to the meaning of non-verbal signals. The typology which is based upon physical nature of producing of non-verbal signals includes body language, distance and physical appearance, voice, touch, the use of time, eye contact and the actions of looking while talking and listening, frequency of glances, patterns of fixation, pupil dilation, and blink rate. The typology which is based upon the meaning of non-verbal signals accounts that context non-verbal signals are found within (standard non-verbal signals and situational non-verbal signals) and the degree of universality of their meaning (universal, national-biased, individual/author’s non-verbal signals). The methodological typology of non-verbal signals in forming linguosociocultural competence in the process of reading in English, which embraces and accounts the difficulties of forming of linguocultural competence connected with the interpreting and understanding non-verbal signals has been specified. Thus the difficulties of forming of linguocultural competence connected with the interpreting and understanding non-verbal signals are influenced by the abundance of various types of non-verbal signals, their specific universal/nationally-biased/individual meaning, and also their contextual meaning.

ПОНЯТТЯ «ЛІНГВОСОЦІОКУЛЬТУРНА КОМПЕТЕНТНІСТЬ» ТА АНАЛІЗ МЕТОДІВ ЇЇ ФОРМУВАННЯ В ПЕДАГОГІЧНІЙ ТЕОРІЇ І ПРАКТИЦІ

86%

Дука М.

Педагогічні науки: теорія, історія, інноваційні технології

2015

nr 7(51)

39-48

The article deals with the retrospective analysis of the approaches to the problem of the effective intercultural dialogue as an open and respectful interaction between individuals, groups and organizations with different cultural backgrounds or world views. The essence of the notion of «linguosociocultural competence» as a сomplex and multicomponent phenomenon is investigated. The components of linguosociocultural competence, which include sociolinguistic, sociocultural and social subcompetences are systematized. Each of the subcompetences is seen as a set of particular knowledge, skills, awareness and availability to act as a member of effective intercultural communication. The aims and tasks of forming linguosociocultural competence of students of higher educational institutions are singled out. The main objectives of forming linguosociocultural competence of students of higher educational institutions, who learn English as the specialty are specified. These objectives include showing the understanding of socio-cultural aspects of the English-speaking world, showing knowledge of the customs and culture of the English-speaking world within the topics studied, increasing socio-cultural knowledge and skills, developing strategies for looking at the English-speaking culture from the inside. The necessity of teaching understanding non-verbal signals in the process of forming of linguosociocultural competence is proved. Non-verbal signals are defined as the meaningful movements of a person, including gestures, mimics, pantomimics, changes of personal space, distance, particularities of voice and the specific static details as clothing, style of hairdo, accessories, jewelry, tattoos etc. It is proved that bearing implicit great meaning, those non-verbal signals mentioned should be taken into consideration. The whole number of non-verbal symbols as the non-verbal behavior of a person expresses psychological states of a person, his/her attitude to the partner and to the situation in which the conversation takes place in general. The problem is that in the Curriculum for English Language Development in Universities and Institutes the problem of forming linguosociocultural competence is stated in general, when the specific tasks, which concern non-verbal signals in the process of communication, are not specified. Thus, the article is aimed at observing the problem of understanding of non-verbal signals in the process of forming linguosociocultural competence.