Approaches and principles for developing linguo-sociocultural competence of turkology students in reading through poetry

Background. Training future Turkish language specialists is a vital and promising direction in education, driven by the need to foster cooperation between Ukraine and the Republic of Turkey across various sectors. The Turkish language reflects a rich cultural context, and many aspects of its vocabulary, grammar, and phraseology are shaped by historical, social, and religious influences. This cultural context is particularly evident in poetry, as it reflects the worldview, social norms, historical events, and cultural values of the people who create it. Poetic texts embody not only the author's personal viewpoint but also a collective culture transmitted through language, symbols, imagery, and metaphors. Each poetic work contains cultural markers that form part of the linguistic worldview, helping readers grasp the depth of national identity, traditions, religious beliefs, and social dynamics. Therefore, poetry serves as an effective means for developing Turkishlanguage linguo-sociocultural competence in reading. One of the primary tasks in developing such competence in Turkology students is to define the teaching approaches and principles that have not yet been the subject of focused research. Hence, the demand for Turkology specialists with a high level of communicative and linguo-sociocultural competence, and the lack of academic studies addressing the approaches and principles for developing Turkish-language linguosociocultural competence in reading through poetic texts in Ukrainian students are key factors that determine the relevance of this publication. The purpose of this article is to outline the approaches and principles for developing linguo-sociocultural competence in reading in students of Turkic studies through the use of poetic texts. Results and discussion. An approach to learning is understood as "a global and systemic organization and self-organization of the educational process, which encompasses all of its components, and, first and foremost, the subjects of pedagogical interaction – the teacher and the student" (Methods of Teaching, 2021: 5). Thus, a learning approach defines the fundamental principles of the process: the goals and expected outcomes, the content of the learning material, methods and techniques, technologies, as well as the means, forms, and objects of assessment. It shapes the strategy for organizing and implementing the process of foreign language instruction. The key approaches to developing Turkish-language linguo-sociocultural competence in reading in philology students are the competency-based, communicative, linguo-sociocultural, and hermeneutic approaches.