Formation of future philologists of English linguistic and sociocultural competence in reading by means of a poetic work

Abstract

The article aimed to design a teaching framework of using English poetry as a tool of building linguosociocultural competence in reading in Philology majors and provide its implementation in the educational process in the third year of study at language departments. Through literature review and empirical research, a set of contextual and cognitive parameters that are useful to uncover the concept of English linguosociocultural competence in reading in Philology majors was defined. First of all, it covers lingual and extralingual knowledge, knowledge of cognams, interpretation strategies and linguosociocultural lexical receptive skills. The findings of the study support the idea that linguistic and extralinguistic characteristics of English poetry as a tool of building English linguosociocultural competence in reading are non-equivalent lexis and background vocabulary, metaphors, symbols and concepts; also, words which notify precedent phenomena that reflect subtext and factual, emotive, evaluative and conceptual information at the level of the word, expression and the whole text