Abstract:

In the context of global intercultural perspectives, within the framework of the concepts of integrated foreign language teaching, linguocultural pedagogy fits in with the methodological doctrine of modern education as never before. The fundamental concept of linguocultural pedagogy is the linguocultural status of students. System-forming signs of the designated term in the works of Russian and foreign teachers have not been presented earlier. The linguocultural status of students can be viewed from several positions: sociolinguistic, psycholinguistic, linguocultural and didactic. The study presents the concept of interpreting the linguocultural status of students as an indicator of the cultural and linguistic integration of an individual in the process of language education. The scientific novelty of the work performed is in characterizing the phenomenon of the linguocultural status of students, modeling the directions of its use in order to optimize (harmonize) learning, and analyze its impact on the cultural and linguistic integration of the individual. The research material was the data of surveys of foreign students learning Russian. In total, 83 students from China, Afghanistan, Iran, Egypt and Guinea-Bissau were interviewed. The work performed is based on the following hypothesis: the cultural and linguistic integration of an individual is determined by a number of factors, while the linguocultural status of students plays a key role: the specific characteristics of students, which are primarily in the characteristics of their native language and native culture.

The work focuses on the linguocultural status of students as the basis for the intensification of language learning, which allows the teacher:
1) to create a certain mood, psychological atmosphere in the team;
2) to rely on the desire of each student to implement those intentions that matter to him;
3) take into account the peculiar type of memory, perception, thinking of representatives of a particular culture;
4) harmonize with special life experiences, habits and traditions.

The practical value of the study is seen in the fact that its results can be applied in courses of linguistics, intercultural communication, in special courses on linguocultural pedagogy, linguistic communication studies, and cultural linguistics. We see the development of the work in the study of the problem of optimizing language education, taking into account the changes caused by the Fourth Industrial Revolution.

Keywords:

Language education, linguocultural pedagogy, Russian as a foreign language, linguocultural status of students, optimization of the educational process.