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The Role of the sociolinguistic component as a factor of motivation

The Role of the sociolinguistic component as a factor of motivation. socio cultural and sociolinguistic component. It is a factor of motivation. It is a factor of national and international identification. It forms key competences. component. It helps to choose modern means of studying.

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The Role of the sociolinguistic component as a factor of motivation

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  1. The Role of the sociolinguistic component as a factor of motivation

  2. socio cultural and sociolinguistic component

  3. It is a factor of motivation It is a factor of national and international identification It forms key competences component It helps to choose modern means of studying It is a part of the communicative competence

  4. socio cultural socio linguistic

  5. A person needs speech norms of communication (socio linguistic component) for his social identification and realization (socio cultural component). • Every speech community has its peculiarities of existence (socio cultural component) which determine speech differences and norms (socio linguistic component).

  6. the formation of pupils’ communicative competence

  7. communicative qualities • cultural tolerance • socio cultural observation • readiness to cooperate with foreigners • linguistic and socio cultural politeness

  8. Socio cultural material has to be: • authentic • feasible at every stage of learning

  9. - reading-writing- speaking- oral comprehension

  10. -project works-celebrations of holidays-optional lessons-special courses

  11. -video-programmes-handouts- audio records

  12. - international projects-correspondence-real situation of communication

  13. the selection and structuring of authentic texts within the program theme of communication; • the usage of linguistic markers of social relationships in the training activities to improve communicative competences of students; • the usage of expressions of folk wisdom, courtesy and rules of conduct as the motivating factor for training activities of students; • the introduction and development of dialectical samples for the development and stimulation of students’ articulation, their phonetic and phonemic hearing.

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