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Abildayeva Aigul Seidildayevna,
master of pedagogical sciences
M.Kh.Dulaty Taraz State University

In the process of teaching a foreign language to possess the foreign culture and use it pertinently plays an important role in the subject of intercultural communication.  Because nowadays in the process of teaching a foreign language to educate the youth on the basis of foreign culture, the main attention is given to educate them to respect the culture of nation of all over the world according to their national culture communication.
Forming intercultural competence the pschycological backgrounds play the main role as well, because from the pschycological point of view the relationship is connected with cognitive processes at first. A person firstly accepts the culture of a foreign country in the pschycological level. The interrelation is also taken place in the pschycological level. In the process of introducing himself the whole image of a person is taken into account. Emotion of a person (person’s feeling, mood and condition), volitional processes and personal pschycological features (character, abilities) are included as well. All these given facts are correlated. A person cannot change his ethnopschycological character. That’s why pschycological factor in the process of forming the intercultural relation qualification has the main importance. At first the effectiveness of developing the intercultural relation qualification depends on using different methods in the process of teaching.
The effectiveness of using new technology in teaching foreign language gives the opportunity for youth to have comprehensive knowledge, to be engaged in creativity. It gives the opportunity for teachers to work methodologically, to improve their qualification as well. New modern technological opportunities, different informative equipment accompany help to improve teaching process and give good results in the process of teaching.
In teaching a foreign language we must teach students to understand the culture of another country. Not knowing the language and culture of foreign country it is impossible to achieve the intercultural relation qualification. Thus, in order to solve this problem it is important to use artistic texts. Artistic texts help to give information about the country. Such artistic texts attract the students’ interest to the language and help to put the aim, to get the effective results.
One of sources receiving such knowledge are authentic texts which promote stronger assimilation of sociocultural information.
Using of authentic texts at the lessons of a foreign language and out-of-class work is one of important reserves of increasing motivation of students in mastering language because similar texts allow students to get acquainted with modern foreign poetry, culture. and customs of the country of learned language that always cause a great interest of students.
Specifics of authentic materials as means of teaching provide communication with the real subjects stimulating almost original communication: students become participants of all situations beaten with their help, play parts, solve the «real», vital problems. The created effect of participation in everyday life of the country of learning language with its special culture not only promotes teaching a natural, living language, but also serves as strong incentive for increasing the motivation of students.
Video is a valuable material in teaching a foreign language but its use in teaching process does not find a full decision. Many people like to watch a film but they don’t pay enough attention for using it in the process of teaching a foreign language. As we’ve noticed from the analysis of the experience the use of video at the lesson improves not only thinking abilities of students but it will be helpful for teachers to achieve the aims in teaching. Students get information about the lives and tradition of the country and through learning they will have interest in learning the language of this country. Video, film excerpts, clips improve the process of teaching and give enough communicative directions. They make additional language environment at the lesson and they are the materials which increase language communication through listening and watching. Choosing the video materials should be carried out by certain positions. At the lesson the following situations must be taken into account in using the film:
-interests of language learners;
-values of information of language learning countries;
-the actuality and modernity of the material;
-cross-cultural and educating importance of the video;
-degree of impression on the student’s mood’
-methodological order and consistency according to the program.
In teaching authentic video texts at the foreign language lesson it is important to pay attention to three main stages:pre-viewing, while viewing, post/after-viewing.
The aim of this stage: At this stage the language difficulties of perception of the text and understanding of the contents are removed, the new words are introduced and fixed, functional types of the statements are analyzed, comprehension check of lexical and grammatical material is carried out, authentic conversational formulas that are unusual for students, which can be analyzed. Before watching the film students will be offered pre-viewing activities: questions on the content, questions and answers to them, tasks connected with retelling the text and tasks for definition of sequence.
While viewing:
The aim of this stage: Demonstration of the film must be accompanied by an active learning activity of the students. They can be offered the program management perception of the film in the form of annotation, schemes of scripts, outline, key words and phrases. However they can be recommended a number of tasks to establish the nature of combining audio and visual range.

  1. Visual presentation of a fragment without sound;
  2. Presentation of sound series without the visual;
  3. Use the button “pause”;
  4. Synchronous presentation of audio and visual series;

Post/after viewing:
The aim of the stage: At this stage the efficiency of use in viewing film offered in pre-reading activities before is checked up, control of content comprehension in the language film is carried out. Particular attention should be given to different kinds of narration (compressed, selective, differential, literal, communicative — oriented). It is also advisable to use the question-and-response work, dramatization, role-play of the text (especially dialogue), the subsequent sounding of the film, the play, and the implementation shown in the film, the situation of the communication, their expansion, addition, transfer to situation of everyday life of learners.
For example:
«True or false»
In the process of using such kind of method the teacher develops lexical competence of students. Words and tasks of video will be written on the board. Before watching the video a teacher must be sure that these words and tasks are understandable for students. Then he/she can show the film. While watching the tasks on board should be done.
It is very useful for students to use proverbs in order to have relations with native speakers. Proverbs form the students’ thinking abilities and enrich the spiritual. Nowadays native teachers have modern methods of using proverbs at the foreign language lesson. At the English lesson in order to form the social-cultural competence we must introduce not only using peculiarities of proverbs but also requirements of their use.
Let’s consider the use of proverbs at the English lesson. Proverbs which have short and exact meaning should be used in the following situations at the English lesson:
1)In the introduction and the theme of the lesson, in the language relaxing exercise;
2) In the main chapter:
— when introducing new lexical and grammatical themes;
— when developing phonetic skills of students;
— when reading the text and making a conclusion to the whole text;
— in the form of essay and summary;
— when enlarging students’ knowledge about language learning countries.
3) They can be used in concluding and evaluating the lesson. For example: to make up a dialogue to this situation:
“You and your two friends decided to spend weekend together. But one of you wants to do one thing, another doesn’t want it, you quarrel and can’t take a decision – so many men, so many mind. Nevertheless try to find a way out”.
These kinds of tasks form communicative competence of students. Students learn to use proverbs in everyday life. The proverb can be used not only to make a dialogue but also to discuss the theme of the text and predict what this text is about. On the contrary the text can be read and its theme can be given in the form of proverbs or students should be offered to find Kazakh equivalents. Proverbs may be used to develop writing and speaking skills of students in every stage of the lesson. But the most important thing students improve their knowledge about language learning countries and form social-cultural competence with the help of proverbs. They learn to respect the other representative of the nation and be tolerant. For example: «Patience is a plaster for all sores», «Patience is power; with time and patience the mulberry leaf becomes silk»
In conclusion, the independence of our country,  its political, economic and  cultural relations prove the importance of teaching a foreign language, determine its aim. In the process of teaching  a foreign language students should be learned to know the foreign world. It is impossible to receive intercultural relation competence not knowing their world, language and culture. Students should be skillful to learn new creative activity, new informative technology, not to allow the disagreements in personal and intercultural relations. It is important to use the authentic texts in solving these problems. Authentic texts give the opportunity to get information about language learning countries. Such authentic texts attract the students’ interest to the foreign language, they help to put the aim and give results in teaching process. Practice shows that work on authentic texts not only positively influences the emotional sphere of the identity of the student, but also solves especially pragmatical problems: conducts to activization and enrichment  students’ lexicon, expands a sociocultural component of their foreign-language speech competence, intensifies process of development  a foreign language due to connection of additional motivation.


  1. Coocap H., Замковая Н. Интерактивные методы преподавания. Часть 1ю-СПб:Златоуст,2004.-188с.
  2. Соловьева Е.Н. Использование видео на уроках иностранного языка. ELT NEWS & VIEWS №1, март,2003
  3. Vigotsky, L.S. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press (1978)


  1. Уведомления: Использование методов и технологий обучения в преподавании языковых дисциплин | Сайт ӨРЛЕУ