Н. Ю. Зуева (жауапты хатшы), О. Б. Алтынбекова, Г. Б. Мәдиева

106 
 
 
 
ISSN 1563-0223                        Bulletin KazNU. Filology series. 
№5-6 (139-140). 2012 
 
 
 
УДК 81-13 
 
R.K. Koilybaeva 
Central Asian University undergraduate of the II nd course, Almaty, Kazakhstan 
E-mail: 007_raushan@mail.ru 
 
Teaching foreign language on the basis of lingua-cultural aspect of language 
 
This article is devoted to the important characteristics of the lingua-cultural components of the English language. 
The lingua-cultural knowledge can be got by students through original texts that contain plenty of lingua-cultural 
units. It highlights the peculiar usage of lingua-cultural units in everyday life. The reader can analyze the given 
examples of lingua-cultural units and think over their future possible usage in his speech. Conclusions are based on 
the results of the conducted linguistic experiments. 
Keywords: Lingua -cultural competence, discourse, text, lingua- cultural units. 
 
Р.К. Койлыбаева 
Обучение ИЯ в рамках лингвокультурологического подхода 
 
Данная  статья  посвящена  формированию  лингвокультурологической  компетенции  в  процессе  обучения 
ИЯ  в  рамках  лингвокультурологического  подхода.  В  работе  даны,  характеристики  и  определения  лин-
гвокультурем. В рамках лингвокультурологического подхода у учащихся формируется лингвокультурологи-
ческая  компетенция.  Для  освоения  этой  компетенции  у  учащихся  следует  формировать:  лингвокуль-
турологические  знания,  лингвокультурологические  умения,  личностные  качества  учащихся.  Лингво-
культурологические знания могут быть получены учащимися через оригинальные тексты, которые содержат 
большое количество реалий (понятий и явлений, имеющих культуроносное значение). Учащиеся испытывают 
трудности  при  изучении  культуры  языка,  т.к.  в  текстах  встречаются  реалии,  отсутствующие  в  русской 
культуре,  поэтому  целесообразно  пользоваться  страноведческими  словарями.  Лингвокультурологическая 
компетенция – это когда социальный человек владеет совокупностью лингвистических и культурологических 
знаний,  умеет отразить в своей речевой деятельности, умеет воспринимать и слушать говорящего.   
Ключевые слова: лингвокультурологическая компетенция, дискурс, текст, лингвокультурема. 
 
Р.К. Койлыбаева 
Лингвомəдени негізде шет тілін үйрету 
 
Мақала  лингвомəдени    негіз  шеңберінде  шет  тілін  үйретуде  студенттердің  бойында  лингвомəдени 
құзіреттілікті  қалыптастыруға  арналған.  Бұл  мақалада  лингвокультуремалардың  кейбір  ерекшеліктері 
баяндалған.  Лингвомəдени  негіз  шеңберінде  студенттердің  бойында  лингвомəдени  құзіреттілік 
қалыптасады.Осындай  құзіреттілікті  түсініп  жəне  қабылдау  үшін  студенттердің  бойында  төмендегілерді 
қалыптастыру  керек:  лингвомəдени  білім,  лингвомəдени  біліктілік  жəне  студенттердің  жеке  қасиеттері. 
Лингвомəдени  білім  студенттердің  бойында  тек  өзінің  құрамында  көп  мөлшерде  реалий  (мəдени  мағынасы 
болатын  ұғымдар  мен  құбылыстар)  сөздер  болатын  мəтіндердің  түпнұсқасы  арқылы  ғана  беріледі.  Оқып 
жатқан тілдің мəдениетін түсінуде студенттер көптеген қиындықтарға кезігуі мүмкін, себебі мəтіндерде қазақ 
мəдениетіне тəн емес реалий сөздер кездесуі мүмкін, сондықтан да мəтінмен жұмыс істеу барысында елтану 
сөздіктерін  қолдану  тиімді  болып  табылады.  Лингвомəдени  құзіреттілік-əлеуметтік  адам  линг-вистикалық 
жəне  мəдени  білімдерді  сəйкестендіре  отырып,  өзінің  сөйлеуі  барысында  сол  білімін  қолдана  алуы  жəне 
сөйлеушіні тыңдап жəне оны қабылдай алуы. 
Түйін сөздер: лингвомəдени құзіреттілік, дискурс, мəтін, лингвокультурема. 
______________________________
 
Its important to bring the new concept in lan-
guage teaching it is- lingua-cultural competence. 
Lingua-cultural competence- according to V.V. Vo-
robyeb [1, 137],  S.A.Kosharnaya. V.A Maslova  
[2, 63] is the system of knowledge about culture, 
which will regulate the communicative character of 
language and also it is an individual value in the 
process of mastering the system of cultural values 
that is represented through a language. 
 
Language is not only takes the main role in 
forming  the thoughts of young generation, but also 
it is important in studying the culture.  
At the beginning of the 21
st
 century,  cross-
cultural communication is becoming more and 
more important. However, the knowledge of the 
foreign language alone is not enough to effectively 
communicate with representatives of other cul-
tures. As we know, one of the most significant 
R.K. Koilybaeva 

107 
 
Вестник КазНУ. Серия филологическая. №5-6 (139-140). 2012 
 
 
functions of the language is the cumulative 
function, which means that the language is a link 
connecting generations; it is the storage and a 
means of transmitting the extra-linguistic col-
lective experience, as the language not only 
reflects the contemporary culture, but preserves all 
its previous stages. 
Lingua-cultural studies, as follows from the 
name, it is a subject that, on the one hand, includes 
learning the language, and, on the other hand, 
gives certain knowledge about the country of the 
studied language. The main objective of lingua-
cultural studies is to provide communicative 
competence for cross-cultural communication. The 
main task of the subject is to study those units of 
the language and extra-linguistic phenomena 
which most vividly reflect the national peculiarities 
of the foreign culture. That is, our main task is to 
obtain background  knowledge  necessary for suc-
cessful cross-cultural communication. 
So, the lingua-cultural competence is not only 
studying the language (to form language, commu-
nicative, linguistic competence) and linguistic 
aspects practically, but also examining the lan-
guage as cultural phenomena. To understand the 
difference of cultural-historical environment and 
national character of world language, also to un-
derstand the meaning of language units as a cul-
tural component. Here belong: 
-Historical and cultural background, which 
includes not only knowledge of history, but also 
knowledge of culture of the language community 
in the process of its historical development; 
-Socio-cultural background – peculiarities of 
communication within the society, social behavior, 
social values, conversation formulae, non-verbal 
communication; 
-Ethno-cultural background, which includes 
information about the way of life, traditions, holi-
days, etc; 
-Semiotic background, which contains infor-
mation on symbols, connotations, realia and other 
language units bearing specific national colouring. 
In order the students acquire the lingua-cultural 
competence they should form the following things: 
- Lingua- cultural knowledge-is a practice that is 
concluded as language shape and which is descri-
bed in mind (the words, phrases, phrasal verbs, 
tongue-twister and in the shape of literary texts). 
To lingua- cultural knowledge we include: the 
knowledge of the history, culture, tradition of 
country, the peculiarities of communicative lan-
guage of citizens and the social life of people. 
- Lingua-cultural ability- to be able to analyze 
the lingua-cultural information which is formed in 
language signs, also as the use of lingua-cultural 
knowledge creatively, to use the theoretical 
knowledge and skills of pupils. 
- The personal quality of pupils: to be able to 
accept the information and cultural phenomena. 
Let us examine the lingua-cultural categories as 
forming the competence of pupils in teaching 
process.  
Dividing as linguistic and cultural seems more 
artificial for us. Because, mostly teachers after 
explaining the new grammatical theme, give 
exercises according to the new theme, which will 
develop students linguistic habits. But we could 
not deny that students introduce with cultural 
values of language from cultural part of the given 
theme. 
In the process of foreign language learning, the 
cultivation of cross-cultural awareness is of great 
importance because it serves as the key affecting 
learning efficiency and communication competence. 
Cross-cultural awareness means understanding and 
cognition of such things as the social domain, 
social rules and norms, values, beliefs, habits and 
customs of the target-language. Cultivation of 
cross-cultural awareness turns out to be a process 
that proceeds in an orderly and gradual way, a 
process in which cross-cultural awareness can be 
accumulated and sharpened step by step accor-
dingly and unceasingly. Therefore it is really vital 
to achieve an organic integration of language and 
culture in the teaching process. In order to achieve 
this, in the first place, teachers should know clearly 
where the cultural information is located in the 
teaching resources and how to make efficient use 
of it. Whatever the teaching materials may be, they 
consist of different discourses and the related 
exercises containing a varying amount of cultural 
information. The cultural information in the 
teaching resources identifies itself in different 
forms on different levels. The difference lies only 
in the amount of cultural information that varies, 
the level of its accessibility in the materials and the 
ways it identifies itself. It might be visualized or 
embedded in the text. 
We consider that it’s correct to stop in the 
lingua-cultural phenomena, which will give 
opportunities for developing individual qualities of 
students. 
So first of all, let’s take –text. It lies down on 
the series of language phenomena, that the main 
attention was paid by linguists. 
Teaching foreign language on the basis of lingua-cultural aspect of language 

108 
 
 
 
ISSN 1563-0223                        Bulletin KazNU. Filology series. 
№5-6 (139-140). 2012 
Much functionality of texts is extremely impor-
tant in practical methodology of teaching foreign 
languages, so we can find a lot of information 
about it in V.V.Krasny’s job. [3,18]. 
We can find the new qualitative basis about the 
content of texts as language units from the work of 
Yu.E.Prohorov. [4, 67]. 
The author regarded the text as the means of 
communication, which offers the following com-
pound phenomenon: 
- the method of keeping and sending infor-
mation; 
-the form of psychological life of individuals; 
-the fruit of one exact historical epoch and the 
form of existence of exact culture; 
- a view of cultures and traditions of one exact 
nation, the  phenomenon of language and extra 
linguistic reality.  
Such wide understanding of functionality and 
content capacity of texts , allows students to take 
the important information about lingua cultural 
values whose language he studies through texts. 
We can say that the most important between 
them in teaching foreign language lesson plans are 
the communicative upbringing and the socio-
cultural stereotypes of language communication. 
Learning a foreign language makes the students 
acquainted with the life, customs, and traditions of 
the people whose language he studies through 
visual material and reading material. 
Last years scientists like: Yu.E.Prohorov and 
I.Y.Sternin bring beneficial researches in the 
sphere of communicative upbringing. [4, 58]. 
Scientists regarded the communicative upbringing 
as the rules of behaviors of exact people and the 
collection of their traditions. 
They considered that the communicative up-
bringing following the receptive and productive 
basis,  should be taught equally with the foreign 
language learning habits. 
The comparative description of the types of 
Russian and another nation’s communicative up-
bringing, help teachers to pay the students attention 
on the differences that will come in cultural 
dialogues, as a result it will help to develop the 
communicative skills of learners. 
Yu.E. Prohorov defined the stereotypes as 
complex of lingua mental units, that is possible in 
usual communicative process of one exact nation. 
[4, 124].   In reality the stereotype is a normative 
socio-cultural unit of communication of exact 
nation. 
Students by working with texts, will develop 
their knowledge about the culture of another 
country whose language they study, so teachers 
mostly use the texts in order to wide and fill up the 
students knowledge. 
The knowledge purchased during the lingua-
cultural study of texts, have an invaluable value for 
expansion of individual cognitive thoughts of 
young generation, enriching of their cultural fund 
that significantly increases their creative mastery.  
In order to communicate students should accept 
all the units of lingua cultural texts equally and 
they should organize them as an exact discourse.  
 “On the one hand, discourse is a phenomenon 
which will link the word, communication and 
language behavior, on the other hand, it will be as 
the rest of communication and will link with the 
rest of text.” 
All it will connect with the communicative 
method of language teaching, that is the main 
method of modern methodology. Our aim is to 
teach students to communicate correctly in English 
and  to develop the individuals lingua- cultural 
competences, to the level that they can commu-
nicate with the native speakers of English language 
equally. 
However, only the texts and the tasks that is 
given for comprehension according to the texts is 
not enough for developing the lingua-cultural 
competences of students in detail. 
Text and discourse envelope the realities. 
However, these realities are appropriate to the 
period of formation of the texts and discourses.  
The language environment, that will define with 
the exact natural-historical and lingua- cultural 
society, seems us as the objective reality in English 
language teaching methodology. 
The essence of language environment is the 
objective reality which is given to exact historical 
time. So, it achieves the objective parameters and 
attributes. We can highlight the rank of audio 
materials, video materials and the rank of natural 
situations in English language as the objective 
attributes of language environment 
The real attributes which is accepted in 
pedagogical society shows us the following two 
types of learning English language: to study 
English in language environment or to study 
English out of language environment. 
As we know, mostly at schools the second type 
of teaching English take place. Nowadays, the 
main aim of teachers to take into account the 
acceptance of the lingua-cultural competences of 
students and to pay students attention to the main 
objective attributes of language environment 
whose language they study in teaching process. 
R.K. Koilybaeva 

109 
 
Вестник КазНУ. Серия филологическая. №5-6 (139-140). 2012 
 
 
First of all it’s the use of sociopolitical and 
literary texts in an original, the  use of literary 
films, songs and the use of additional information 
from the internet. 
There is no doubt, that the use of such 
additional materials requires the most stronger 
preparation from the teacher. But it will raise 
students attention and will increase their interests 
to subject. 
Also as the result of lingua- cultural experience, 
when the teacher prepare the lesson in an 
appropriate way, the information will be kept a 
long time in student’s mind, with the help of 
perception and memory. 
If the student will put the correct intonation, 
when he communicate by using the lingua-cultural 
phenomenon then it will help him to form his 
lingua cultural competences and abilities in 
communicating process. 
Teachers in teaching English at school, should 
pay students attention on the units of lingua- 
culture, they are the words which have cultural 
values. 
Lingua-cultural unit-is a basic unit of compa-
rable lingua-culture. 
V.A.Maslova distinguishes nine lingua-cultural 
units: 
1) the  object  of lingua-cultural studies- is a 
vocabulary without any equivalents; 
2) mythologized  language  units: ceremonial-
ritual  forms  of culture, legends, customs, popular 
beliefs envisaged  in a language; 
3) Paremeological fund  of language; 
4) standards, stereotypes, symbols, rituals; 
5) characters; 
6) stylistic  mode of languages; 
7) speech  behavior; 
8) cooperation  of religion and language; 
9) area  of speech  etiquette [2,5-7]. 
V.A.Maslova enumerates the lingua-cultural 
units without insensitive  character of these  units  
and type  of the cultural  information that is given. 
Mostly students as teachers can find the lingua-
cultural words from the dictionaries which will 
give the cultural information than the bilingual 
dictionaries. 
If we search one word from bilingual and 
lingua-cultural dictionary we can see the great 
difference, there will be two different meanings. 
So, we face with different definitions of one 
word. That is why, when we teach students the 
culture whose language they study, we should use 
the lingua-cultural dictionaries which will keep the 
importance and the value of their culture. 
Mostly in English lingua cultural dictionaries 
will be the lingua-cultural units, that have not the 
suitable meaning in Kazakh language, that is there 
can be the words that have not the equivalents in 
Kazakh, so the students will face with difficulties 
in translating such kind of words. That is why its 
better to systematize and order them. Such lingua- 
cultural units consist of the following groups: 
-The things or phenomenon that is not happen 
in exact nation’s life; 
-When there is no the concept on language of 
translation, it means that there can be the thing but 
there is no the concept to that word; 
-There are the stylistic differences: (In Russian 
language the system of suffixes is developed, e.g. 
doch’ – dochka – dochen’ka – dochurka, in 
Kazakh language the ending system is developed, 
e.g. kyz-kyzym-kyzyma-kyzymdy-kyzga-kyzdy), 
but in English language there is no such systems, 
there are only the suffix system is developed 
slightly. We can face with different lingua -cultural 
units and phrases, which will describe the life, 
customs, cultures and traditions and that words 
which belong to historical development of one 
exact nation. That words that have not any equi-
valents in other languages: 
-The geographical lingua -cultural units: 
(tundra, the Kazakh land, Heathland in English ); 
-The lingua-cultural units that belong to types 
of jobs and the products: (kolkhoz, sovkhoz, 
subbotnik); 
- The cultural units: ( chastushka– limerik); 
- The socio-political lingua-cultural units: 
(gubernya, bol’shevik, lord, kancler, senate. etc.) 
- The domestic lingua-cultural units: (dacha, 
pudding, etc.) 
- The lingua-cultural units which is related with 
the types of foods: (kvas, schi, bauyrsak, kymyz, 
koje, wisky, martini, scotch) 
- The lingua-cultural units which is related with 
the names of clothes: (kimono, pima, saukele, 
masi;) 
- The lingua- cultural units which is related 
with the currency and the units of measure: (rubl’, 
dollar, marka, tenge, pound, euro;) 
- The lingua- cultural units which is related 
with the status of people: (scar’, korol’,shakh, 
khan, bi, king, queen;) 
- The cultural-historical lingua cultural units: 
(“Beowulf”, “Orkhon-Enisei”) 
According to V.V. Vorobyeb, the "use of lin-
gua-cultural units in the individual or group order, 
reflects only part of lingua-cultural competence as 
one unit. This kind of reflection takes place each 
Teaching foreign language on the basis of lingua-cultural aspect of language 

110 
 
 
 
ISSN 1563-0223                        Bulletin KazNU. Filology series. 
№5-6 (139-140). 2012 
time preferentially depending on that, who and for 
what purpose uses the arsenal of lingua-cultural  
knowledge. 
First of all three directions of decision of 
lingua-cultural competences are actual:  
1. Ascent to the lingua-cultural competence as 
socially meaningful system (to her complete 
reflection in knowledge ideal talking/listening) 
from the individual use of lingua-cultural units. 
2. System-functional approach in the aspect of 
conception of V. Humbolt to interpretation the 
structure of lingua-cultural competence. 
3. The analysis of cognitive structures of 
lingua-cultural competence" [1,74]  
A competence is under an obligation to be 
examined as a synthesis, i.e. "agreement" of great 
number of the uses belonging  certain cultural  
 
language society. G.Paul wrote, that: the "authentic 
object of language research is totality of displays 
of speech activity of all individuals related to this 
language community in their cooperation" [5,46]. 
So, as we see it’s very difficult process to 
accept the another culture. Сultural diversity in 
language learning could be one of the most 
difficult and most time-consuming problems in 
intercultural communication. Some concepts are 
understandable to owners of another cultures, but 
some concepts are not understandable to other 
lingua -cultural environment. So because of the 
change of cultural components, the meaning of 
some words will vary from its own meaning. That 
is why it’s better to take into account the cultural 
differences of language in teaching English lan-
guage.  

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