Pedagogical means of the marker-technology in the student’s lingvocommunicative culture formation

Abstract

Pedagogical means of the marker-technology in the student's lingvocommunicative culture formationSpeaker's lingvo-communicative culture in a native or foreign language isn't developed all by itself in the socialization process. On the contrary it is always an object of the special formation in an educational process that underlines the necessity of lingvo-communicative culture research as a pedagogical issue. The researches finding out conditions of student's lingo-communicative culture formation point out several means and conditions experimentally proved within the process of teaching. Among them are: text activity in the foreign language, verbal educational situations, the choice of pedagogically significant content of teaching, actualization of the reflexive students' activity (K.Sh. Bikmurzin, V.L. Temkina, E.U. Tuchkova) [4; 5; 6].According to V.L. Temkina a purposeful upbringing of the estimating attitude to the utterance (that includes speaker's understanding of the communication aim, taking into consideration the situation and the conditions of the communication, a place, an addressee and predicting the impact of the utterance on the interlocutor) could be considered as the condition of lingvo-communicative culture formation.Lingvo-communicative culture is a dynamic personal quality, which manifests itself in the process of verbal activity based on the system of value orientations of the personality, knowledge, cultural norms of speech and behavior, lingvo-communicative skills, providing creative character of situational mediated verbal activity and personal reflection. It includes the attitude of the subject to the objectives, the process and the results of communication, expressing in it personal qualities, the integrity and thoroughness of compliance with the linguistic and behavioral norms of communication. The lingvo-communicative culture manifests itself in adequate understanding, meaningful self-esteem and positive perception of the partners in lingvo-communication. It expresses the nuances of their relationship, manifests itself in the subject position of the person in the form of constructive suggestions that require independence, activity and creativity, encouraging for self-reflection, selfassessment, self-improvement [2, p. 10; 5; 7].The formation of lingvo-communicative culture is based on «the complication of the verbal activity, its structure; a teacher's treatment of a student as a subject of the

Pedagogical means of the marker-technology in the student’s lingvocommunicative culture formation

“…Among axiological markers we mention the markers of aim, motive, knowledge, experience [2]. They build the instrumental basis of lingvocommunicative culture formation.…”