2. The relationship of language and culture learning as the basis for the formation of the ability to intercultural communication.

Over the past decade, the status of a foreign language as an academic subject has changed in our country. He became a popular state, society and person.
Language education is the key to mastering the culture of the country of the language being studied. Learning a foreign language allows students to: 1. Acquaint themselves with a different social culture, other types of government, life and lifestyle of their peers. 2. Understand, and not appreciate, the similarities and differences of other cultures, particular mentality, lifestyle and moral values ​​of other nations.
In this regard, in the methodological science appeared the opinion to make a certain change in the content of teaching a foreign language. In the center of the content of foreign language education there should be a “foreign language culture” (E.I. Passov).
A foreign language thus becomes an integral component of culture, its accumulator, carrier and spokesman. A foreign language contains in its words and grammatical forms not only knowledge about the language system, about the rules for using elements of this system, but also background knowledge. Background knowledge is embedded in toponymy, proper names, proverbs, aphorisms, idioms, winged words, slogans, slogans, non-equivalent vocabulary. Information about the culture of another nation can also be found in the names of objects and phenomena of traditional and new life (realities), in terms reflecting social phenomena. Elements of culture are also contained in non-verbal means of communication. Knowledge of the status, history and development of the language, its role in the world, knowledge of the relationship between the native language and a foreign language are important for learning foreign culture.
In this regard, a foreign language teacher is faced with the task of forming a secondary linguistic personality, able to be an effective participant in intercultural communication. In order for the dialogue of cultures to take place, it is necessary to develop students' readiness to use a foreign language as a means of communication, as well as to develop their intellect, creative thinking, tolerance, emancipation, desire to learn.
This circumstance determines the requirements that are imposed on the teacher of a foreign language as an organizer of intercultural communication in the classroom. First of all, he must have professional competence, an indicator of which is the professional skill of the teacher. “The Explanatory Dictionary of the Russian Language” (S.I. Ozhegov, N. Yu. Shvedova) defines mastery as “high art in any field”. Pedagogical mastery, according to A. I. Shcherbakov, is “a synthesis of scientific knowledge, skills, methodological art and personal qualities of a teacher”.
A foreign language teacher should have a good understanding of the world of a foreign language and foreign culture. This world includes knowledge of the relations of a foreign language and a person, a foreign language and society, mutual understanding of other people in intercultural dialogue.
The methodological mastery of the teacher consists precisely in drawing the student’s personality into the dialogue of two cultures. The teacher should involve in intercultural communication all aspects of the life and activity of the student, his experience, world view, interests (academic and non-educational), inclinations and his feelings. The content of learning a foreign language should not be based on the “passage of training topics”, not on the study of ready-made texts, but on the discussion of actual life problems. At the same time, students have the opportunity to discuss their own affairs and actions, current events taking place in their own country and in the country of the language being studied.
Any lesson in a foreign language is a creative activity, the interaction of equal communication partners (teachers and students, students with each other). Each student should always be sure that they listen to him, try to understand, correctly evaluate what he says and does. The opinion of the student, as well as the opinion of the teacher, is mutually respected. The student has the opportunity to freely express their opinions. And the teacher, for his part, does not impose his own opinion on him.
The atmosphere of a favorable psychological climate, the atmosphere of democratic relations should reign in foreign language lessons. A friendly psychological microclimate should exclude any irritability and ridicule about the mistakes made by the student.
Foreign language lessons are always communication lessons. Students learn communication techniques, master etiquette, strategy and tactics of dialogical and group communication, learn to solve various; communicative tasks. The teacher and the student must become equal speech partners. Foreign language communication will bring joy to students if they feel that they play an important independent role in the lesson.
Mastering a new means of communication, students discover for themselves, and then have direct access to the cultural values ​​of a new country for him. Each portion of the new material is served as a cultural fact of another nation. The novelty of the very fact of culture, the method of its presentation, the corresponding technology of working on it contribute to enhancing the cognitive, educational and educational potential of a foreign language lesson.
The process of foreign language education in secondary schools is based on the materials of two cultures - on the material of a foreign language culture, that is, the culture of a people whose language is taught by schoolchildren, and on the material of a native culture. EI Passov in this regard writes the following: "Entering into the world of foreign culture can highly contribute to the development of the personality of the student as a subject of the native culture." Here, the student has a good opportunity to join the global education. When mastering the second foreign language, the scope of global education is significantly expanded, the student gets even greater access to pragmatically relevant information, to the educational and cultural values ​​of other nations.
The process of mastering a foreign language culture contributes to the satisfaction of the diverse interests of the individual students. At the same time, there is a development of thinking, a culture of mental labor. The development of thinking is carried out mainly due to the solution of constantly complicating speech-thinking tasks of different levels of problematicity, reflecting the content of the process of communication.
Mastering the cultural values ​​of another people in the process of learning a foreign language makes a significant contribution to the very culture of mental labor. Schoolchildren develop skills in using dictionaries, reference books, and instructions on the rational implementation of educational tasks. Thus, the simultaneous process of mastering a foreign language and the facts of a foreign language culture is a special kind of intellectual work. This work is systematic and persistent.
The process of learning a foreign language closely interacts with all spheres of society (economic, political, social, spiritual). A foreign language acts not only as a means of learning, storing national culture, communication, development and education of the individual, but also as an important means of international, interstate and international communication. "A foreign language, - as E. I. Passov indicates, - makes a man twice a man."
Foreign language literacy has recently become an economic category. A foreign language, integrating with technical sciences and material production, develops into a direct productive force.
Foreign language provides mutual understanding between nations. Mutual understanding is an understanding of the people's language and respect for their culture. Language and culture are one and inseparable. Language (facts of language) should be considered as an integral part of culture (facts of culture). In the indivisible unity "language-culture" the leading component in the functional plan (in the aspect of mastering) is culture.
High demands are placed on the teacher of a foreign language as an organizer of intercultural communication. A foreign language teacher should be able to use it as a means of communication, should be able to create situations of verbal communication in the educational process.
Special requirements are imposed on the level of his language training. The level of language training should allow the teacher to simulate a learning foreign language speech environment, to conduct lessons in the target language. The teacher’s speech must be authentic, normative, expressive and serve as a model for students.
In addition, the teacher should be able to adapt his foreign language and speech experience to the level of speech capabilities and the overall development of students. He has to own a certain set of classroom expressions. They should help him to properly build the process of interaction with
children in the classroom.
For natural communication in a foreign language, it is very important to establish the correct tempo of speech. The current view that students better understand the slow pace of speech is deeply mistaken. Such a pace of speech violates the rhythmic-intonation pattern of the phrase and thus complicates the perception and understanding of foreign language material. The rate of speech should be consistent with the temperament of the teacher and be normal. A normal speech rate is considered normal, which does not seem strange to a native speaker. At a normal pace of speech, it is possible to achieve not only understanding without translation, but also save a certain amount of time. The normal rate of speech contributes to a better concentration of students, good discipline. He encourages students to watch the teacher, his speech and non-speech actions.
To create an atmosphere of genuine communication in the classroom, the teacher must be able to communicate. He should speak naturally, and not mechanically (memorized), pay attention to the reaction of the interlocutor. The teacher should not read his cues according to the lesson plan. He must take into account the interests of the interlocutor, be sincere: formalism, indifference kills the spirit of communication.
During communication, the teacher should skillfully use non-verbal means of communication (gestures, facial expressions), making his speech more emotional and expressive. He should be able to move around the class properly, stand at the blackboard, sit at his desk. This is due to the fact that the speech mood of the partner largely depends on the position of the interlocutor.