INTEGRATED TEACHING OF FRENCH LANGUAGE AND CULTURE IN THE CONTEXT OF THE LINGUISTIC SEMIOTIC APPROACH

Abstract

The article considers the issue of implementing the principle of integrated formation of linguistic, speech and socio-cultural competences of future translators as one of the leading principles of the communicative and action-oriented approaches in higher education. The use of authentic iconographic media resources as an auxiliary means of teaching French grammar in practical grammar classes is substantiated. The essence of the linguosemiotic approach to the analysis of media discourse is defined, its advantages in the process of processing iconographic media texts in practical grammar classes are described.
The stages of working with grammatical material in the context of the communicative and action-oriented approaches to teaching foreign languages and cultures are described. It is proved that the use of a linguistic semiotic approach to the analysis of linguistic, iconic and symbolic signs of media text at the stage of introducing new grammatical material will contribute to a better understanding of the socio-cultural content by students and the awareness of the meaning expressed by a particular grammatical form.
The purpose of the work is to investigate the issue of integrated teaching of the French  language and culture in the process of developing grammatical competence in future translators.
The methodological basis is the communicative and action-oriented approaches to teaching foreign languages and cultures in higher education. This study is based on scientific works in the field of linguistics and methods of teaching foreign languages and cultures, and also takes into account our many years of experience in teaching grammar to students of language specialities.
Scientific novelty. The expediency of applying a linguistic semiotic approach to the analysis of authentic documents for the purpose of integrated development of linguistic, linguistic and socio-cultural competences of future translators in the course of practical French grammar is determined and substantiated.
It was established that the analysis of iconographic media texts from the standpoint of the linguistic semiotic approach contributes to a better understanding of explicit and implicit information of the media text by students and serves as an effective means of integrated teaching of French language and culture to students of language specialities.