LINGUOCULTUROLOGICAL COMPETENCE: ANALYSIS OF EDUCATIONAL TEXTS

In the context of globalization and the dynamic expansion of intercultural communication, the relevance of a linguoculturological approach to language education is steadily increasing. This article investigates the significance of this approach in teaching non-native and foreign languages. The purpose of the study is to demonstrate that the linguoculturological paradigm is not a supplementary method, but a vital component of contemporary language education. The scholarly and applied value of the research lies in examining how this approach influences the effectiveness of working with educational texts and contributes to the enhancement of the overall educational process. It also deepens our understanding of the interdependence between language and culture within instructional practices. The methodological framework of the study integrates theoretical inquiry, empirical observation, and both qualitative and quantitative methods of analysis. The research involved 30 first-year students at pedagogical universities, who were enrolled in a Russian language course as part of their general academic curriculum. The students were divided into control and experimental groups. Instructional sessions were based on the analysis of authentic texts, followed by discussions aimed at fostering cultural awareness and developing communication skills. The experiment demonstrated that students in the experimental group achieved a higher level of comprehension regarding the cultural nuances and distinctions of the target language, as well as improved abilities in intercultural dialogue and tolerance. The study contributes to the development of linguoculturology as a scientific field, introduces innovative methodological perspectives for designing and analyzing educational texts, and supports the formation of students’ cultural identity and intercultural competence. The findings confirm that the integration of a linguoculturological approach into language instruction is not merely a modern trend, but a pedagogical necessity in the context of today’s multicultural educational landscape.