PRINCIPLES OF IMPROVING SOCIOLINGUISTIC COMPETENCE AMONG STUDENTS OF PHILOLOGICAL FACULTIES OF HIGHER EDUCATIONAL INSTITUTIONS WHEN TEACHING THE GERMAN LANGUAGE

The article deals with the specifics of improving the sociolinguistic competence of students of philological faculties of higher educational establishments when teaching the German language, due to the special sociolinguistic content of the stage of this competence's improvement. The content of the processes of formation, development and improvement of the sociolinguistic competence of students-philologists learning a foreign language is not identical, which is predetermined by the goals of training at each stage. The goal of teaching sociolinguistic competence at the stage of improvement is to improve the knowledge, skills and abilities of students to build their speech behavior based on the speech portrait of the interlocutor, taking into account the sociolinguistic norms of communication adopted in this social and communicative context. The improvement of sociolinguistic competence among students- philologists learning a foreign language is connected with the concepts of social factors that influence the construction of a socially correct communicative act, verbal behavior, a speech portrait, a social dialect, and sociatives. The principles of improving the sociolinguistic competence of students of philological faculties of higher educational establishments when teaching the German language are realized in the creation of authentic and problematic situations of communication, activation of originative and creative activity of students, organization of collective work aimed at training skills of cooperation, applying a functional approach to studying grammatical forms and structures in German, etc.