StatusThe thesis was presented on the 20 January, 2010
Approved by NCAA on the 18 March, 2010
Abstract– 0.34 Mb / in romanian
– 0.44 Mb / in russian
The thesis main text covers 160 pages and consists of an introduction, three chapters, conclusion, bibliography (including 151 sources) and 4 annexes, 41 tables, 9 images, 2 graphs and 3 schemes. The results of the theoretical and experimental research are reflected in 10 scientific publications.
The objective of the study is to establish and develop a multi-leveled model of teaching sociocultural knowledge and the experimental verification of the effectiveness of this model.
The main tasks of the study: the identification and study of the psychological and linguistic characteristics of the process of teaching sociocultural knowledge; the identification and the typological selection of socio-cultural vocabulary, used to form socio-cultural knowledge; the explanation and partial revision of the following concepts: “social-cultural knowledge”, “readinesses of socio-cultural competence”, “socio-cultural competence”, “secondary linguistic personality”, “world view” and the determination of their place in the multi-leveled model of teaching sociocultural knowledge; drafting and conceptualizing the multi-leveled model of teaching sociocultural knowledge; conducting experiments and analyzing experimental results to test and confirm the effectiveness of the multi-leveled model of teaching sociocultural knowledge.
The scientific novelty and theoretical significance of the thesis lies in the fact, that it represents a primary initiative to give theoretical psycholinguistic underlying principles of the process of teaching-learning sociocultural knowledge; the thesis provides experimental proofs of the fact that effective teaching-learning of social-cultural knowledge creates the basis for the development of students’ socio-cultural competence and linguistic personality; also the thesis offers an innovative method for the typological selection of socio-cultural vocabulary.
The practical significance of the thesis. The functionality of the multi-leveled model of teaching sociocultural knowledge being experimentally demonstrated, it can also be used by teachers of foreign languages at various Foreign Languages Departments to teach social-cultural knowledge of various languages, as well as to adjust socio-cultural gaps and inadequacies in the education of students. The developed method of typological selection of socio-cultural knowledge can also be applied to other socio-cultural material. The main recommendations of the thesis can be used to elaborate and develop teaching materials, books and teaching aids, as well as in the process of training of English thus, in the implementation of the educational process at Foreign Languages Departments. The selected socio-cultural knowledge stood at the basis for the elaboration of a specialized university training course ”Fundamentals of Intercultural Communication”, held at the Institute of Continuing Education.