Abstract:

The purpose of the article is to describe the formation features of linguocultural images associated with Russia in the secondary linguistic personality of foreign high school students in the educational discourse. We follow the theoretical works of M. Shaklein and S. S. Mikova, who believe that in the process of human interaction with the outside world, the world is assimilated by human consciousness. This process is closely connected with the linguocultural human activity, which is personal, social and ethnic in nature. The surrounding world in the human mind is presented in the form of linguocultural factors: images, symbols, relationships. The methods of continuous sampling and linguocultural analysis of the text are used as research methods.
The research material is the educational discourse, defined by the specifics of teaching Russian as a non-native language and determined by the perception of a different language world picture by students. A linguocultural image should be understood as the sum of the language, consciousness and culture in the discourse where it is used. The study of the linguocultural image and its subsequent integration into educational practice is the sphere of linguoculturology and is implemented as part of the methodology of teaching Russian as a non-native language. In this field, there are intense discussions about the content of the terminological system of linguoculturology and, specifically, the “linguocultural image” concept.
We believe that the concepts of Russian mass culture can play a significant role in teaching foreign students. The recent rethinking of this part of humanitarian knowledge allows us to talk about the special functional value that these concepts have (see the works of A. Pavlov, E.A. Selyutina, O.G. Usanova, A.A. Selyutin). Mass culture is a universal communicative code that is able to create a common field for the formation of a personal statement. It can be a wide-spread passion for football among representatives of different nationalities (they can support the same team), or a common love for some kind of music (jazz or popular pop music) or cinema (for example, films, comics). As for Russian culture, in our opinion, it is difficult to work with the realities of the recent Soviet past and it is necessary to make it clear to students that, despite political and other changes, this is part of our culture, which is significant for many generations of Russians. Here we mean the actual contact with the Soviet reality by the older generation and a kind of nostalgia for the unlived, which is expressed in love for the formal elements of the Soviet style among young people (see, for example, the use of stylized elements in the restaurant business or the fashion industry). Obviously, such work is appropriate if you have A2 or B1 level in Russian, since the vocabulary of the lesson is wider than the standard lexical minimum for the basic and first certification levels. Students will need to work with the “Lesson Vocabulary”, which will expand their understanding of the language and, after including new words in regular work in the classroom, will become the basis for expanding active vocabulary.

Acknowledgement:
«The research was supported by the grants the Russian Science Foundation № 22-28-20238, https://rscf.ru/project/22-28-20238/»

Keywords:

Native speaker, sociocultural adaptation, linguocultural competence, Russian as a foreign language, educational text.