Аннотации:
© Serials Publications. The 21st century saw the increased importance of foreign languages, their professional function in the labor market as a whole, which led to increased motivation in their learning. This brought about significant changes in the social and cultural context of foreign languages learning in all the countries of Europe, including Russia. Language education involves learners' ability to understand the language of another world image carrier, bearer of another world picture and successfully conduct communication with him. Learning a foreign language should be directed not only to the formation of students' practical language skills and their use in a variety of socially-determined situations, but also in bringing students of foreign languages to a different way of thinking, a different picture of the world. The leading method to the study of this problem is the method of modeling, which allows to organize the learning process of students of linguistics faculty in such a way, as to enrich the content of course units due to socio-cultural orientation and create the organizational and pedagogical conditions of forming effective socio-cultural competence, and to identify the stages of formation of socio-cultural competence; develop criteria to assess the level of socio-cultural competence (optimal, adequate, unsatisfactory). On analyzing characteristics of the socio-cultural competence, the article determined its structural composition, including organizational, diplomatic, linguistic, ethnically tolerant skills. The article also establishes components of socio-cultural competence in service sector, including cognitive, communicative, axiological, activity and their content.
