TRANSFORMATION OF DIDACTIC PRINCIPLES OF CULTURE-CORRESPONDENCE AND MULTICULTURALISM IN THE LEARNING PROCESS OF A FOREIGN LANGUAGE

The article analyzes the cultural approach in education and understanding of education as a process of mastering the human cultural heritage. The article reveals the essence of teaching the principles of multiculturalism and culture-correspondence as well as determination of their natural transformation of modern society, in particular the integration processes and intense international contacts. Based on the analysis of scientific sources there is proved a necessity of gradual transformation of the culture-correspondence principle into the principle of multiculturalism, which contributes to the preservation and augmentation of cultural values, norms, behavior patterns and forms of educational models. Supplement of the principle of culture-correspondence with the multicultural content is determined by a new kind of individual manifestations of culture in society, foreign language communicative culture, related to the basic needs of modern man – foreign language as a means of intercultural communication in all spheres of life. In the learning process of foreign language, teaching these principles od culture-correspondence and multiculturalism is based on providing synchronous learning to foreign language and culture, which has its own specificity depending on its speakers and inherent cultural characteristics. The author of the article presents the results of testing in the process of learning a foreign language in form the two educational models: «Dialogue of Cultures» and by Biblera and Kurhanov as well as «Enrichment model», elaborated by Kulyutkin. Both models are implementing the principle of multicultural education, compliance with which ensures the implementation of the five types of teaching objectives in the process of learning a foreign language: knowledge of formal, or "high" culture (geographical features, historical events, artistic achievement, etc.); consumer culture knowledge (active and passive understanding of social and cultural patterns of behavior, ability to react and communicate using nonverbal means of communication); emotional perception that reflects respect for the unique characteristics of different national communities; understanding of the culture media of foreign language study, within their own country; the ability to assess the truth of knowledge about the culture and the ability to search as well as classification of information about the culture. To achieve the educational competitiveness we must assign to the principle of poly-culture in the context of the educational process the same high status as to the classic didactic principles of scientific, nature-correspondence and others, because the main task for the educational institutions is to teach to respect the culture of any social group, to take it for what it is, to respond to the cultural differences not emotionally and impulsive but rationally, to stimulate the desire to learn different cultures and to tolerate the representatives of other cultures.