World Culture Aspect in English Language Teaching: Key Methods for Linguists

Tetiana Zabolotna; Tetiana Koshlanska; Larysa Kolodina; Viktoriia Alperina; Oleksandr Kalishchuk

doi:10.63931/ijchr.v7iSI1.217

Authors

Tetiana Zabolotna Department of Foreign Philology, Translation and Teaching Methods, Faculty of Ukrainian and Foreign Philology, Hryhorii Skovoroda University in Pereiaslav, Pereiaslav, Ukraine https://orcid.org/0000-0003-1407-1283
Tetiana Koshlanska Department of Philology, I. K. Karpenko-Karyi Kyiv National University of Theatre, Cinema and Television, Kyiv, Ukraine https://orcid.org/0009-0007-1221-0012
Larysa Kolodina Department of Foreign Philology and Translation, Faculty of Humanities and Education, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0009-0000-6957-3964
Viktoriia Alperina Department of Philology, I. K. Karpenko-Karyi Kyiv National University of Theatre, Cinema and Television, Kyiv, Ukraine https://orcid.org/0009-0008-0314-0865
Oleksandr Kalishchuk Interregional Academy of Personnel Management, Kyiv, Ukraine https://orcid.org/0009-0003-2669-7600

DOI:

https://doi.org/10.63931/ijchr.v7iSI1.217

Keywords:

intercultural communication, teaching English, intercultural competence, teaching methods, authentic materials, digital technologies

Abstract

The linguistic and country studies approach is an effective method of developing future philologists’ intercultural communicative competence. However, its implementation in Ukrainian higher education institutions’ educational process is often fragmentary, reducing its effectiveness. The study is aimed at substantiating the importance of the linguistic and country-specific approach in teaching English to future philologists, defining its role in forming intercultural communicative competence, analyzing modern methods of its implementation, and identifying the main difficulties and ways to overcome them. The study uses a comprehensive approach, including analysis of scientific literature, content analysis of curricula of Ukrainian and foreign universities, surveys of students and teachers, expert interviews, and quantitative and qualitative analysis of the data obtained. It has been found that although the linguistic and country-specific approach is an important component of English language teaching, its integration into the educational process needs to be improved. The main problems are the lack of authentic materials, interactive teaching methods and the limited use of digital technologies. The article offers recommendations for updating curricula, expanding the practical use of linguistic and country studies components, actively involving digital resources and improving teachers’ skills in intercultural communication.

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