Abstract:

In recent times, in the context of the growing internationalization of Russian education and science, the issue of communication and linguistic tools for Russia’s entry into the international scientific and educational space is becoming increasingly relevant, especially being based on the official joining the Bologna Process. In the course of globalization, which assumes a qualitatively new level of information flows, the importance of language competence is radically growing, becoming an indispensable condition and factor for the successful development of social processes and individuals. Linguistic and cultural codes preferred by society reflect a real social organization and can contribute, or vice versa, inhibit the formation and development of new relationships. In the new communicative space, which is increasingly becoming the world, the traditional content of linguistic programs and teaching methods requires a radical revision. One of the results of linguistic education is the linguistic and sociocultural competence of the modern student as a multicultural language personality, since any language
is studied in the context of particular cultures, national mentality, a specific national picture of the world, what ensures the effectiveness of teaching. In order to form linguistic and sociocultural competences of students, it is necessary to introduce the results of research into the types and varieties of foreign language linguocultural concepts into the practice of linguistic education, since the analysis of cultural codes allows us to compare and differentiate national and cultural differences in individual concepts of the language picture of the world of native speakers and representatives of native culture and adequately structure the educational language material. The cultural code itself is understood as a collection of signs (symbols) and as a system of certain rules by which information can be encoded as a set of such symbols for transmission, processing and storage. The rules governing codes are established by agreement between bearers of the same culture. The purpose of the article is to identify and analyze the importance of studying cultural codes in the context of linguistic education. In this article we conducted a study of the student audience with a total of 234 students, averagely aged from 19 to 21, to read the encoded information from iconic, index and symbolic cultural codes within the framework of verbal texts. The main methods of conducting the research were 1) the comprehensive analysis of linguistic units of culture codes, 2) the spectral method of studying the cognitive layers of the code, 3) interviewing the student audience, taking into account Karl Jaspers’s epistemological approach, axiological approach and Yuri Lotman’s information-semiotic concept. The results confirming the necessity of composing a typology of speech situations, the norms of etiquette, traditions and sociocultural elements of foreign language communication were obtained. Also, the hypothesis was confirmed that the process of encoding and decoding cultural information is related to the person’s psychophysiological processes and proceeds from the way in which the cultural code is perceived. These statements, confirmed by this study, require further study continuation.

Keywords:

Linguistic education, cultural code, cognitive layer, encoding and decoding cultural information, linguistic and sociocultural competences.