Formation of French-speaking Linguistic-Social-Cultural Competence: Professional-Methodical Perspectives

Abstract

Introduction. The acquisition of linguistic and sociocultural competence by students is greatly influenced by the professional and methodological competence of the French language teacher. This involves possessing specific methodical knowledge and skills. Therefore, studying the methods of teaching foreign languages in higher education is essential for developing these competencies. Purpose. This article aims to explore the nuances of the professional and methodical training of prospective French language teachers for shaping students’ linguistic and sociocultural competence. Methods. The research employs critical analysis, observation of the educational process, and systematization and generalization of results. Results. Recommendations for prospective teachers include acquiring knowledge about the concept of “linguistic-sociocultural competence” and its components. This encompasses the goals and principles for forming students’ French-speaking linguistic and socio-cultural competence, as well as methods, techniques, and means for integrated development. Methodical skills are honed through professional and methodical tasks in practical classes and independent extracurricular work. Various task types – analytical, modeling, and creative – are proposed, with examples provided for preparing teachers to foster students’ linguistic and sociocultural competence. Conclusion. Features of the professional-methodical training for prospective French language teachers, such as the selection of educational material, modeling professional-methodical activities, and task performance, contribute to achieving the desired outcome. Positive experiences in implementing such technology into the educational process allow higher education students to master methodological skills.