Document Type : Original Article

Authors

• Irina Larionova
• Gulnar Kapysheva
• Yelena Chzhan
• Svetlana Fedossova
• Irina Rovnyakova

East-Kazakhstan University named after S. Amanzholov, Republic of Kazakhstan

Abstract

The need to address the problem of the sociocultural and national-cultural component in the content is caused by the new goal of teaching a foreign language understood as developing students’ ability of intercultural communication. The problem of creating an image of Korea as a native Korean speaker’s country, as well as that of Kazakhstan, has a political sound. In this study, the authors defined the strategic goal of the designed model as well as its tactical goal and determined the criteria and indicators of subject foreign language competence. The cultural component, which is one of the basic strategies of CLIL, was studied. The authors dwelt upon the term linguistic and cultural studies as an aspect of the methodology of teaching foreign languages, which uses methods of familiarizing language learners with the culture which is new for them. Korean textbooks for university students that are used for teaching Korean were analyzed. With their help, the students develop their professional, communicative competence.

Keywords

• Content and language
• Integrated learning
• University students
• Culture component
• Textbooks