Features of methodical principles of formation of socio-cultural competence of future teachers of foreign languages at the secondary level of education

The article deals with the peculiarities of the methodical principles of the formation of socio-cultural competence for future teachers of foreign languages at the secondary level of education. Attention is drawn to the methodological provisions of the intercultural approach in the teaching of MI, which are relevant for the formation of the CCM, in particular, such as the need for disclosure during the study of the NL of the sociocultural potential of lexical units; methods of work on classes with NL with words-realities, without equivalence vocabulary, background vocabulary with a bright socio-cultural color; the first (establishing a denotative value) and the second (disclosure of socio-cultural potential tokens) phases in the disclosure of the values of lexical units. The analysis of the developed methods of formation of CCM, methods of B.D. Miller, B. Tomalin, S. Stempleski (formation of associations; analysis of the context and functions of the lexical unit in it; the identification of prototypes; the definition of social value; the establishment of hierarchy; the identification of the influence of historical, political and economic factors of the cultures of the NL and the FL on the change in the meaning of tokens); Specifics of the method of formation of CCM students are indicated by the development of their CCS. (socio-cultural receptions, purposeful formation of language and cultural awareness through exercises, training of self-perception of the FC and native culture, organization of continuous monitoring by students on the process of teaching intercultural communication, mastering the goal of communication, the use of role-playing games, game simulations, training through the analysis of authentic texts).