ARRANGEMENT OF LEARNING MATERIAL FOR FORMING LINGUOSOCIOCULTURAL COMPETENCE OF FUTURE ENGLISH LANGUAGE TEACHERS

Abstract

The article grounds the theoretical basis of arrangement of leaning material, particularly, fourteen short stories, for forming linguosociocultural competence of future English language teachers. Five main principles of material arrangement have been defined: thematical principle, cyclical principle, systematical principle, principle of variety and principle of openness. Specifically, the thematical principle is used to make connection between the stories and the topics defined in the Curriculum for future English language teachers as well as to concentrate on the linguosociocultural content. Cyclical principle means repeated occurrence of learnt issues in further studying cycles and their discussion on higher level each time. Concerning linguosociocultural study, it provides reoccurrence of topics, challenging questions, developing linguosociocultural knowlwdge and skills. Systematical principle implies sequential studying process from the simplest to more complicated issues. Principle of variety means providing students with the stories of different genres and of various topics discussed in them. No material arrangement for learning English can be considered fully and perfectly completed, therefore the principle of openness has to be among the most important. All the principles considered, the short stories have been arranged in such a structure: block of topics, topics, challenging questions. Four main cycles which coincide with the blocks of topics in the Curriculum («Human Life», «Humanities», «The Englishspeaking World», «Professional Issues») have been distinguished. Considering precise topics in cycles, it has been defined that «Human Life» contains topics «Everyday Life» та «Relationship»; the cycles «Professional Issue» and «Humanities» include topics «Teaching Practice», «Higher Education», «Law and Crime», «Keep Up to Date» and «Man and Music»; the cycle «The English-speaking World» contains the topics which are directly connected with linguosociocultural competence forming, for example the topic «Foreigners». Following the structure, the fourteen short stories have been split between four cycles and their topics in accordance to the issues raised in the stories. Basing on the stories and Curriculum topics, challenging questions have been formed. After having done the described procedure, a complete logical structure of short stories for linguosociocultural competence forming has been constructed. The examples of the structure with cycles (blocks of topics), topics, short stories and challenging questions have been provided.