LINGUOCULTURAL POTENTIAL OF ANTHROPONYMIC VOCABULARY IN FOREIGN LANGUAGE CLASSES
Authors:
1.
Immanuel Kant Baltic Federal University
(starshiy prepodavatel')
from 01.01.2009 to 15.08.2024
Kaliningrad, Kalinigrad, Russian Federation
from 01.01.2009 to 15.08.2024
Kaliningrad, Kalinigrad, Russian Federation
Type:
Article
Pages:
from
to
Status:
Published
Received:
15.08.2024
Accepted:
20.08.2024
Published:
10.10.2024
Subject area:
UDK 372.881.1 Обучение языкам
Language:
Russian
Keywords:
Onomastics, linguistic culturology, linguacultural competence, intercultural competence, anthroponyms, Polish language
Abstract (English):
Introduction. The article discusses the features of working with anthroponymic vocabulary and its influence on the formation of linguacultural competence of students in the process of teaching foreign languages. The main goal is to determine the place and potential of anthroponymic vocabulary in the linguadidactic process and describe methods of working with these lexical units aimed at developing the linguistic and cultural competencies of students. The theoretical basis was the scientific works of domestic and foreign authors, the practical part of the work is based on the author's methodological developments and materials from textbooks of Polish as a foreign language. Methods. The main methods in the process of preparing the article were: general scientific (analysis, systematization, generalization) and linguadidactic (competence-based, communicative and linguacultural language teaching). Results. The importance of using anthroponymic vocabulary for the formation of linguacultural and intercultural competencies is substantiated and variants of tasks using anthroponyms are described. It is concluded that it is necessary to study onyms at all stages of teaching foreign languages, since due to insufficient attention to onomastic vocabulary when studying a foreign language, it can cause the appearance of linguacultural gaps, contribute to the formation of misconceptions about the nominal system of the language being studied, and even lead to communicative errors and failures.
Introduction. The article discusses the features of working with anthroponymic vocabulary and its influence on the formation of linguacultural competence of students in the process of teaching foreign languages. The main goal is to determine the place and potential of anthroponymic vocabulary in the linguadidactic process and describe methods of working with these lexical units aimed at developing the linguistic and cultural competencies of students. The theoretical basis was the scientific works of domestic and foreign authors, the practical part of the work is based on the author's methodological developments and materials from textbooks of Polish as a foreign language. Methods. The main methods in the process of preparing the article were: general scientific (analysis, systematization, generalization) and linguadidactic (competence-based, communicative and linguacultural language teaching). Results. The importance of using anthroponymic vocabulary for the formation of linguacultural and intercultural competencies is substantiated and variants of tasks using anthroponyms are described. It is concluded that it is necessary to study onyms at all stages of teaching foreign languages, since due to insufficient attention to onomastic vocabulary when studying a foreign language, it can cause the appearance of linguacultural gaps, contribute to the formation of misconceptions about the nominal system of the language being studied, and even lead to communicative errors and failures.
Keywords:
Onomastics, linguistic culturology, linguacultural competence, intercultural competence, anthroponyms, Polish language
Onomastics, linguistic culturology, linguacultural competence, intercultural competence, anthroponyms, Polish language
