THE EVOLUTION OF LINGUACULTURAL COMPETENCE IN MODERN PEDAGOGY

Abstract

This article presents a comprehensive theoretical review devoted to the study of the genesis, conceptual and categorical apparatus, and key stages in the evolution of linguacultural competence in modern pedagogical science. The relevance of this work stems from the need for a thorough theoretical and methodological understanding of the transformations of foreign language education in the context of globalization processes, the expansion of intercultural dialogue, and the practical implementation of the state trilingualism policy in Republic of Kazakhstan. The main goal of the study is to systematically structure the accumulated scientific and pedagogical knowledge regarding the content, component composition, and promising vectors for the development of this phenomenon.

This article consistently distinguishes between the concepts of "sociocultural", "intercultural", and "linguacultural" competencies, revealing their hierarchical interrelationships, where the linguacultural layer serves as the highest integrating level of language acquisition as a value-semantic code of culture. Based on a comparative analysis, the specific priorities of foreign, domestic, and Kazakhstani research traditions are characterized. The leading trends in the contemporary transformation of this concept are formulated and substantiated: a conceptual transition from factual linguistic and cultural studies to a value-oriented, culture-appropriate approach, as well as the adaptation of linguacultural theory to the conditions of digitalization of the educational environment and online communication. The theoretical significance of the results lies in the systematization of the terminological basis of linguadidactics, which creates the methodological prerequisites for the modernization of curricula, specialized courses, and methodological complexes in language disciplines in schools and universities.