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Development of socio-cultural competence among high school students in foreign language lessons through authentic feature films
We substantiate the necessity of the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films. We carry out the analysis of the concept of “sociocultural competence”, its aspect composition (axiological, informational, activity), levels (critical, adaptive and productive), reflecting the formation of sociocultural competence in high school students, and criteria (motivation, cognition, functionality and behavior) are determined, based on which these levels are highlighted. We consider the issues of using the technology of blended learning in teaching foreign languages. The main focus is on the selection of educational technology “flipped class”, which is referred to as blended learning models. The teaching model based on the inverted classroom technology consists of the following components: updated content, interactive methods, organizational forms, means of traditional and distance learning and a set of independently developed tasks and exercises for three stages of working with feature films (interrogation, viewing, post-viewing). The testing of this complex is carried out within the framework of a specially conducted pedagogical experiment, as a result of which the complex has confirmed its effectiveness. We prove that methodologically well-organized work on the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films makes the process of teaching a foreign language creative and constructive.
socio-cultural competence, levels of formation of socio-cultural competence, method of teaching a foreign language, authentic feature film, blended learning technology
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Section of issue
Theory and methods of foreign language teaching in secondary general school
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