Application of linguocultural knowledge and materials in linguistic research and training of philologists

Abstract

The article is devoted to the study of important principles and tasks taken into account
when conducting linguistic studies of linguocultural knowledge and linguocultural facts in the process of professional training of future philologists (linguists-pedagogues and linguists-researchers), the need to form the main theses about the most important categories of linguocultural studies as linguocultural knowledge. The conclusions of the article are important for the modern sphere of professional and linguistic education, as they focus on the training of future linguists (teachers and researchers) in the context of cognitive-axiological education.
The main purpose of the article is to study the categories of linguoculturology in the context of studying the axiological essence and principles of the application of linguocultural knowledge and linguocultural facts in the process of professional training of future philologists (linguists) for pedagogical activities and linguistic research. For this purpose, the following research tasks were put forward: scientific clarification of the concept of «linguoculturology»; analysis, description and evaluation of the basic concepts and principles of linguoculturology; formation of conclusions about linguocultural knowledge and linguocultural facts; classification of the main categories and units related to the problem of language and culture, typological
analysis; determination of the connection between pedagogical and linguodidactic tasks, which should be guided in the professional linguistic training of future philologists (linguists); determination of the value
and essence of linguocultural knowledge; description of the content of linguocultural competencies of future philologists necessary for the formation of their training in the process of their education.
For the implementation of research tasks, the following methods were used: general scientific methods such as review, description, analysis, classification, systematization, typification, discussion, forecasting,
comparison, and argumentation were widely used to form theoretical conclusions. To study linguocultural knowledge and linguocultural facts, the methods of linguistic research were used: typological method, semantic method, linguocognitological analysis, modeling.