The experience of using project-based assignments to form linguocultural competence in non-linguistic students during foreign language classes

The study aims to describe the experience of using project-based assignments in forming linguocultural competence in non-linguistic students during foreign language classes. The study material consists of final project assignments at the end of sections in the textbook “Zeit für Deutsch” (“Time for German”) by S. A. Volina, G. B. Voronina, and L. M. Karpova. The scientific novelty of the study lies in describing the content and stages of project-based assignments aimed at forming linguocultural competence in non-linguistic students in German language classes, which corresponds with the goals of foreign language teaching in higher education institutions. The results of the study indicate a positive attitude of learners towards project-based assignments in the study of not only foreign languages but also the culture associated with the language. The following advantages of these assignments for learners should be highlighted: 1) application of previously learned vocabulary; 2) assimilation of new lexical units containing cultural semes; 3) motivation to seek new information related to cultural differences; 4) a creative approach to project implementation; 5) a playful nature of social interaction. The use of project-based assignments in foreign language teaching effectively forms linguocultural competence in non-linguistic students, which contributes to the adaptation of speech behavior to the cultural characteristics of the interlocutor, minimizing the likelihood of misunderstanding. This ensures successful and harmonious interaction in the process of cross-language communication.