FORMATION OF STUDENTS’ ABILITY TO USE BACKGROUND KNOWLEDGE IN TEACHING A FOREIGN LANGUAGE

The article describes the essence and mechanisms of background knowledge formation, outlines the role of these types of knowledge in the develpment of skills to identify presuppositions and detect the subtext of utterance. The purpose of the work is to analyze the role of background knowledge in the successful formation of linguistic, cultural and communicative competencies of students, to distinguish between the concepts of «presupposition», «subtext» and «background knowledge» and to determine their logical interrelationships. The objectives of the article are to determine, based on the relationships established between the concepts, the ways in which students form background knowledge, the ability to identify the presupposition of an utterance and understand its subtext; to consider the relationship between the presence of background knowledge and the success of interpreting a foreign message. The methods used include the analysis of scientific literature, the systematic method, abstraction, concretization. The scientific novelty of the research consists in constructing a scheme reflecting the common and specific features between the concepts «presupposition», «background knowledge» and «subtext» according to their components, nature and sphere of existence, as well as in indicating the role of background knowledge in the formation of students’ skills to identify presuppositions and recognize the subtext of utterance. The methods of teaching students to identify a set of presuppositions and interpret the subtext of an utterance are determined. Tasks are proposed for the development of these skills and the control of their formation. The results obtained can be applied in the methodological preparation of classes with students in the framework of the courses «Foreign language», «Business foreign language». The research materials can also be used to develop the meta-competence of a university teacher, which will lead to the enrichment and qualitative growth of his methodological solutions in the direction of using new methods, techniques, forms and types of work that serve to form a stable internal motivation of the subjects of the educational process.

1. Vereshchagin E. M., Kostomarov V. G. Language and culture: Linguistic and Foreign studies in teaching Russian as a foreign language. Moscow; 1990. 246 p.

2. Tomahin G. D. Linguistic aspects of linguocultural studies. Voprosy yazykoznaniya = Questions of linguistics. 1986, (6): 113-118. (In Russ.).

3. Tomahin G. D. Realities in language and culture. Inostrannyj yazyk v shkole = Foreign language at school. 1997, (3): 13-18. (In Russ.).

4. Baukina S. A., Novikova I. V. Aspects of cultural knowledge formation in teaching students business communication in a foreign language. Pedagogika. Voprosy teorii i praktiki = Pedagogy. Questions of theory and practice. 2020, vol. 5 (4): 527-531. (In Russ.). DOI: 10.30853/ped200117.

5. Isakova S. S. Background knowledge in humorous discourse // Human+ 2023: Collection of scientific papers of the II International Scientific and Practical Conference. Magnitogorsk, 2024. Pp. 11-21.

6. Guseva A. A. The importance of cultural and historical commentary in the analysis of works of art // Three «L’s» in the paradigm of modern humanitarian knowledge: linguistics, literary studies, linguod8. Chzhao C. idactics. Moscow, 2024. Pp. 145-151.

7. Svojkina L. F. Linguistic and cultural commentary and its role in preparing foreign students for future professional activities // RFL: linguistic methodological educational platform. Belgorod, 2024. Pp. 193-198.

8. Chzhao C. The relationship between background knowledge, background information, and comprehension in the process of foreign language reading // Inostrannyj yazyk i mezhkul’turnaya kommunikaciya. Tomsk, 2024/ Pp. 172-176.

9. Furmanova V. P. Intercultural communication and cultural linguistics in the theory and practice of teaching foreign languages. Saransk, 1993. 122 p.

10. Shabes V. Ya. Event and text. Moscow; 1989. 175 p.

11. Sepir E. Selected works on linguistics and cultural studies. Moscow; 1993. 654 p.

12. Kacnelson S. D. General and typological linguistics. Leningrad, 1986. 297 p.

13. Valgina N. S. Text theory. Moscow; 2003. 280 p.

14. Assuirova L. V. Updating cultural texts in the educational process // Rhetoric in the socio-cultural space of modern Russia. Moscow; 2024. Pp. 43-47.

15. Gamzayeva L. B. The role of implicative constructions in the structure of a literary text. Mir nauki, kultury, obrazovaniya = The world of science, culture, and education. 2024; 4 (107): 378-380. (In Russ.). DOI: 10.24412/1991-5497-2024-4107-378-380.