Development of the socio-cultural competence by means of authentic audio and video materials

Development of the socio-cultural competence

by means of authentic audio and video materials

Development of the socio-cultural competence by means of authentic audio and video materials

Content

Introduction 1. Sociocultural competence 2. Emotional intelligence 3. Peculiarities of Russian class. International class 4. Features of young adults 5. Authentic audio and video materials Conclusion References

Introduction

This paper considers the socio-cultural competence as an attitude towards a representative of another culture, respect for their traditions, values and rights.

Respect and acceptance of communication occurs on the emotional level.

When person communicates with another person, he is not communicating with his culture, he communicates with his personality.

In order for communication to be successful, it is necessary to develop emotional intelligence.

The research aim is to represent the ways of developing the socio-cultural competence by means of authentic audio and video materials.

The main tasks of the scientific research are: − To explain the meaning of socio-cultural competence; − According to the specifics of emotions, to describe the emotional intelligence; − To select the importance of status and class in communication specified on Russian community; − Describing young adults category, to research their communication and perception of communication; − To Find the authentic audio and video materials what can develop the socio-cultural competence.

1. Socio-cultural competence

Communicative competence is the ability and readiness to carry out foreign language interpersonal and intercultural communication with native speakers.

Communicative competence as a multidimensional phenomenon consists of several competences. There are several variants of communicative competence models reflecting different personal views on the components. In general, domestic and foreign researchers allocate a number of complementary components the study of which has shown that many components of these models of communicative competence remains generally unchanged. The difference is only in their terminological interpretation.

The communicative competence is not something permanent given once and for all your life. It is a dynamic system which can be transformed depending on the objectives and the form of learning the component structure of

communicative

competence what should be determined taking into account the goals and specifics of teaching communication in a particular educational institution. The scheme number 1 represents the main types of communicative competence.

Picture 1 - The main types of communicative competence Having the communicative competence, speakers can:

− communicate their thoughts in a dialogic and monological form stylistically in a neutral register of everyday communication; − converse in everyday speech and nonverbal according to the etiquette and professional ethics; − make short messages on a given topic in a given situation; − understand the authentic texts with no more than unfamiliar vocabulary, the meaning of which be able to use in linguistic and logical guessing; − convey the main content of the listened text; − reproduce a listened text; − read the texts with cultural and everyday themes and retrieve information of varying degrees of completeness with full understanding of the text with partial understanding of the text and searching for the relevant; − write short messages on a topic using familiar key words and expressions; − to make a written translation from one language to another.

Within the framework of this work, sociocultural competence has a special interest. The European standard of foreign language learning defines socio-cultural competence as an aspect of communicative competence. The socio-cultural competence is defined as an aspect of communicative ability to deal with the specific features of society and culture that are expressed in the communicative behavior of the society members.

By socio-cultural competence a number of researchers understand the knowledge of the socio-cultural context of the language studied and the experience of using this knowledge in the process of communication. Sociocultural competence as the ability to compare linguacultural communities under the study is the

interpretation of intercultural differences, and the act of disturbances in intercultural interactions.

2. Emotional intelligence

What is the emotion? The famous physiologist P.K. Anokhin gives the following definition: four emotions are physiological states of the body with a pronounced subjective form and cover all kinds of human feelings and experiences - from deeply traumatic suffering to high forms of joy and social feelings of life.

Emotions are basic phenomena of the psyche, they reflect a subjective attitude to various aspects of human existence. As any mental phenomenon, emotions have two main functions: reflection and regulation. Emotion is the primary form of reflection that signals to the body the benefits or harms. Emotions are emerged as a result of evolution for a better adaptation of the organism. They provide a new type of motivation, new behavior, great variation in behavior necessary for the successful interaction by individuals with the environment and for the successful adaptation.

Emotions are always bivalent, having two poles: positive and negative. Any activity is accompanied by certain emotional experiences. Naturally, a person strives for the activity that calls positive emotion.

Emotions are closely related to human needs; it is a signal of our needs.

Emotions are closely connected with human needs: qualitative specificity of emotions in many respects depend on the need. Qualitative specificity of emotions largely depends on the need, on the basis of which they are formed. Positive emotions, constantly, combined with the satisfaction of needs, become a need. The person, what needs the positive emotions, seeks for them, replacing needs, becomes a stimulus to activity.

Emotions are internal regulators of activity, but regulators may not be conscious. Therefore, the most important feature of emotional connection with the unconscious (unlike cognitive processes, which proceeds mainly under the control of consciousness). The role of emotions in human life is great; it cannot be underestimated. K. D. Ushinsky noted that “society, which cares of the mind education, commits a great blunder, because man is more human in the way he feels than how he thinks”. But the emotional energy must be harnessed for the good of man, for the enjoyment and satisfaction of life.

S.L. Rubinstein notes that if the desire to suppress or eradicate emotions is fundamentally wrong, then the ability to regulate their manifestation is necessary.

But in real life, despite the understanding of the influence of emotions on a person's health and well-being, the harmfulness of suppressing emotions, we still have to hide some of them (and both positive and negative emotions).

We talk often enough about emotions, about the need to cope with them if they manifest in the inappropriate moments. However, more often than not negative emotions (anger, fear, frustration, resentment, etc.) which can prevent us from coming to an agreement with the partner, provoke conflict, meaning rage, irritation, anger.

But there are also positive emotions that we expect and accept: joy, elation, admiration and happiness. Often people also have to (or think they have to) suppress negative emotions, which are expected and accepted by us: joy, elation, admiration, etc. and often people have to (or think they have to) suppress negative emotions which they think are inappropriate, or difficult to understand.

Depending on socio-cultural conditions, on the role we play (father, son, boss, subordinate, etc.), the environment expects from us certain behavior, certain emotional reactions (or lack thereof) to certain events. And we strive to meet these expectations, to demonstrate emotional states that correspond to the accepted role.

If our true state is the opposite or at least partially coincides with the demonstrated, it is possible formation of intrapersonal conflict, which, in turn, may provoke a violation of personal development, the emergence of anxiety, aggressiveness and other behavioral traits. Suppression of emotions is a pathway to depression, a possible cause of impairment of the psychological health of an individual and the possible causes of impairment and the emergence of somatic problems. Many researchers believe that some types of pathopsychological and adjustment disorders can be caused by “illnesses emotional sphere”.

Bronchial asthma, neurodermatitis, ulcerative colitis, rheumatic arthritis and other diseases arise as a result of psychophysiological manifestations, characteristic of constant emotional tension. Repressed anger can cause changes in the cardiovascular system. Gastrointestinal disturbances can be a result from unmet needs to be dependent and get help. When the individual is deprived of the opportunity to engage openly in struggle and aggression, the sympathetic system finds itself in a prolonged state of heightened arousal, resulting in autonomic symptoms.

According to I. N. Andreeva, people with emotional disorders have a higher level of alexithymia (elimination of emotions, the expression of the emotion of surprise early childhood leads to regression, the person is prohibited from expressing the feelings), than for emotionally well-off individuals.

According to research, the inhibition of expressing the emotion of anger is significantly higher in women than in men.

Such ways of pedagogical influence, such as forbidding socially disapproved emotions. The consequences of the techniques can become emotional “deafness” of an adult, difficulties in communication and health problems. Thus, the ban becomes helpless, especially in a non-standard environment. Disgust, formed in preschool childhood, is expressed later on the projection of their problems on people around

them. If adults forbid expression of joy, it inhibits any of sensual pleasures, it causes the emergence of the negative emotional feelings such as fear, guilt, envy and etc.

What is emotional intelligence?

In 1985, clinical physiologist Reuven Bar-On first coined the term EQ emotional intelligence, a quotient of emotionality, analogous to the IQ quotient. In 1990, Peter Salovey and Jack Mayer published an article “Emotional Intelligence” and introduced the term into the scientific community.

The appeal of Daniel Goleman theory is that the necessary quality--developed emotional intelligence can be developed over the course of and thereby achieve the success in both professional and personal lifes. Currently, there is no single point of view and no single understanding of this term. There is a large number of definitions of emotional intelligence. Thus, Reuven Bar-On believes that emotional intelligence is “a set of non-cognitive abilities, competencies and skills that affect a person's ability to cope with the challenges and pressures of the external environment.”

Daniel Goleman defines emotional intelligence as “the ability to be aware of one's own emotions and the emotions of others in order to motivate oneself and others and to manage emotions well in private and in interaction with others.

According to Peter Salovey and Jack Mayer, emotional intelligence is the ability to understand and recognize one's own and others' emotions by people in order to manage them in different life situations and in interactions with each other.

P. Salovey and J. Mayer have distinguished four main aspects what includes specific abilities: 1. Perception of emotion: - the ability to recognize one's own emotions; - the ability to recognize the emotions of others (in direct communication, in literary works and films); - the ability to accurately express emotions and emotional needs;

- ability to distinguish between sincere and insincere pro phenomenon of emotion.

2. The use of emotion to enhance thinking: - the ability to incorporate emotion in the performance of thought operations; - the ability to use emotions for improving the memory and realizing decisionmaking processes; - the ability to use mood changes to evaluate different-personal point of view; - the ability to apply emotion in the process of creating something new.

3. Understanding emotions: - the ability to understand how one emotion can be related to another emotion; - the ability to recognize what caused the emotion in question and what might follow; - the ability to understand the possibility of different emotions occurring simultaneously personal emotions: - the ability to understand how one emotion can affect another emotion.

4. Managing emotions: - the ability to be opened to the emotional expressions, both positive as well as negative; - the ability to investigate the causes of certain emotions; - the ability to arouse and prolong certain emotional states ability to prolong and resolve them; - the ability to manage their own emotions; - the ability to help others to cope with their emotions.

Thus, emotional intelligence implies that a person is a master of his emotions, aware of them and owns them, does not suppress unwanted emotions and decides “to allow oneself the emotional expression” in a given situation. Emotional intelligence begins with understanding our own emotions and only by becoming

aware of our own emotions can we learned to understand other people's emotions and the reasons of them.

Developing emotional intelligence enables us to acquire a lasting skill in the conscious regulation of emotions, which can be learned to do only with help by others, the emotions, self-control in stressful situations, and the ability to constructively deal with them. The skill of constructive interaction with people (employees, clients, relatives and friends) under any conditions.

The importance of emotional intelligence in human life has a huge role for saving mental health and organizing moral society. Today no one would argue with the assertion that successful people are distinguished by a highly developed emotional intelligence (EQ). Researchers and scientists at Harvard University have argued that IQ is only 20% important for success not more than 20%.

In today's environment the work of managers at different levels is becoming more and more stressful. Emotional intelligence is one of the most important factors of successful management in those aspects which are connected with interpersonal relations in the organization.

The effectiveness of organizational leaders in performing various managerial functions is related to the realization of their leadership potential. Research conducted to identify leadership model showing that cognitive abilities, knowledge, analytical abilities, strategic thinking cannot guarantee a leadership position. But at the same time the emotional intelligence plays a very important role in a leader's personality, contributes to the achievement of success. Moreover, there is evidence by the influence of emotional intelligence not only on the success of activities, but also on the emotional burnout syndrome (EBS) of managers. It turned out that employees with a professional orientation “man-machine” and with a high level of emotional instability show less emotional burnout to a lesser degree. The risk of emotional burnout increases the presence of anxiety. Experiencing chronic stress,

emotional deficit, anxiety, depression, type A behavior, reduction of professional duties all these factors also provoke occurrence of BOT. Undoubtedly, emotional intelligence is most evident in communication.

Benevolence, tactfulness, the ability to quickly assess the situation and respond to it in the right way, to form a positive emotional climate - all these factors contribute to the effective communication of partners. Analysis of the existing literature on the problem of developing the emotional intelligence shows that most of the attention is given by the authors to the formation of EQ in adults. The influence of emotional intelligence on the optimization of marital and parent-child relationships has not yet been sufficiently investigated.

The level of emotional intelligence influences on the features and character of family relationships, contributes to the choice by spouses of the most constructive ways out of conflicts. A high level of development of empathy favors has the positive characteristics of communication between spouses. The respondents with a higher of emotional intelligence mark in the relations with their spouse have a sufficient degree of mutual understanding and trust in the relationships between spouses, ease and psychotherapeutic nature of communication; they choose the most constructive way to resolve marital conflicts - cooperation and rarely use the strategy of avoidance.

A correlation between the ability to recognize one's own emotions and the emotions of one's partner and trusting relationship with it, the presence of mutual understanding between the spouses and the psychotherapeutic their communication was found.

The data of research by Kuzminykh and Monina is aimed to reveal the interrelation of the personal features of spouses and the styles of getting out of conflict situations, testify that emotionally stable spouses choose avoidance, compromise and cooperation as ways of resolving the family conflicts.

Emotionally unstable subjects are characterized by adjustment as behavior in conflict. The data obtained allow us to conclude the constructive relations in the family, it is necessary to take into account peculiarities of the emotional sphere of partners.

In the process of counseling married couples and conducting psychotherapy, it is necessary to pay attention to the development of the ability of clients to understand emotions (their own and others), to regulate them and also to develop empathy.

The work with strong emotions includes: − work on managing one's own emotions; − protection against emotional contamination with both negative and positive emotions; − assisting another person in strong emotional arousal.

Each of these directions, in turn, has its own structure. Thus, the management of one's own emotions implies preventive work (a change of attitude, training in selfregulation skills), actions in “acute” situations (application of techniques of tension reduction) and actions after provoking contact (techniques of tension reduction, situation analysis, mapping out a new scenario). Interacting with a person in a state of high emotional arousal may look like providing an opportunity to “blow off steam”, distancing oneself and using express methods of reducing emotional tension.

The question of how to learn and to control our emotions is the actual topic of these days and very relevant at the moment. As well as some decades ago, many specialists address this question. Just like some decades ago, it has been treated by many specialists. According to Virginia N. Quinn, there are four basic ways of expressing negative emotions: - Directly (verbally or nonverbally) stating one's feelings, while giving vent to negative emotions;

- Express negative emotions indirectly by taking them out on a person or an object that does not seem dangerous. By not reacting immediately, sooner or later the person may feel the need to vent the emotion out of themselves. But not on the one who caused the feeling, but on the one who “gets in the way”, who is weak and unable to fight back. This expression of negative emotion is called transference; - To hold back the negative emotion by “pushing it inside”. In this case, the gradually accumulating negative feelings will contribute to the stress. Carroll Izard publishes clinical data, Holt's findings, which suggest that if a person constantly suppresses negative emotions, they are more at risk for psychosomatic disorders. For example, according to Holt, unexpressed anger can be one of the causes of diseases such as rheumatic arthritis, urticaria, psoriasis, stomach ulcers, migraine, hypertension, etc.; - To delay a negative emotion until it occurs, not giving it to delay the negative emotion until it occurs and not allow it to develop, while the person tries to find out the reason for the anger and eliminate it as quickly as possible. This method may be called catching the emotion by the tail.

Experts believe that the ways of reacting to negative emotions suggested above negative emotions only one “chase them inside” is unproductive and destructive to the person. The other ways have the right to exist and may vary depend on the circumstances and the state of the person.

Undoubtedly, a well-developed emotional intelligence allows us to masterfully use the last of the above methods - to catch an emotion by its tail, to learn and to feel the slightest precursors of the coming storm (physiological changes in the body), which allows you to regulate your own emotional state without letting a negative emotion develop.

Accepting oneself as a dignified person, recognizing the right to express any emotion, the ability to regulate one's own behavior from within, not to depend on

the judgment of others, and the constant work on oneself - all of these are all healthpreserving strategies inherent in an emotionally competent person.

What should a person do so that the negative emotions inherent in him not to have a destructive impact on him? Experts recommend that, first of all, be aware of this emotion, to hear and understand what you are feeling at the moment.

Then - to designate, verbalize your feelings. And it is necessary as accurately as possible to name them. If you feel that you are annoyed, and you say: “I'm annoyed...,” - you have to pick up the most appropriate verbal behavior to express your own condition.

The following step is rather difficult, as it represents an acceptance of the designated feeling, the appropriation of it for oneself (yes, it is me who hates my boss). Otherwise, the feeling may turn out to be displaced and live uncontrolled, outside of consciousness.

And the last step in the algorithm of confronting a negative emotion is to react to it by taking some action. You can tell someone about your pain, or it is possible to use special techniques (self-regulation, relaxation, etc.). Adler, explaining inadequate, undesirable behavior of people (and children in particular), by four reasons (attraction of attention, struggle for power, revenge and the demonstration of inadequacy), justifies the need to recognize these reasons in each particular situation. In his view there are two ways of identifying the causes of this behavior: a reaction to our intervening partner and the analysis of our own emotional state. If we are mildly irritated in response to our partner's response, then, most likely his goal is to get attention. The best strategy might be to have an open dialogue about the purpose of this behavior.

If we feel anger toward a partner (boss, customer, child, etc.), it is likely that its purpose is a power struggle. The feeling that we are personally deeply hurt, a desire to reciprocate in the same way, may indicate that our opponent is seeking

revenge for something. The feeling of helplessness, lostness which we feel in the process of communication will tell us that there is a petitioner, who has lost confidence in his abilities.

During the process of communication, it helps us to recognize the danger posed by a partner, not to become a victim of manipulation. Analysis of emotions contributes to the fastest response to the questions: − What do you really want in the situation? − What does the partner really want in this situation? − What do you want by your side? − What are the ways everyone will achieve the desired result?

But to do this you must recognize the existence of these emotions, no matter how negative, inappropriate they may be, interacting with a person in a state of emotional distress. Assisting another person who is emotionally disturbed involves several avenues: understanding the person's emotion (and the cause that caused it), directly helping to reduce, emotional tension and the establishment or continuation of an interrupted interaction.

Human beings are social by nature. And personal development is mediated by a system of social relations in the process of education, training, professional and personal life. A person learns himself/herself, cognizing others, building a person learns himself by building a certain relationship with others.

The level of development the EQ is brightly manifested in situations involving communication. People and, as a consequence, it is necessary first of all for professionals working with people. It is impossible to overestimate the role of communication in the formation of a person's personality.

Humanistic psychology considers the need for communication to be one of the basic, basic human needs. However, recognizing the role of communication in

human life, it is necessary to pay attention to some peculiarities of this concept in modern socio-cultural conditions.

During the Soviet period, there was the so-called “golden rule of communication”, which urged each of us to “do unto others as we would like them to do unto us”.

3. Peculiarities of Russian class. International class During the “perestroika period” of fierce competition and money-making, Russian society was artificially inculcated with the cult of rational attitudes toward life, the social templates of “inflexible superman” and “iron lady” were transformed to the “simple human weaknesses” and able to reach their goals by any means. The ban on emotional expression and the “iron pursuit” of mythical well-being has had a rather negative effect, not just on the health of individuals but also on society as a whole.

This has had a rather negative effect not only on the health of individuals, but also on the state of society as a whole, leading to a crisis of values. At present, the problem of feeling and reason is of increasing interest. Changing values, the need to recognize the individuality of each person has conditioned the transformation of the “golden rule the so-called platinum rule of communication”.

In accordance with it, in order to increase the effectiveness of communication, to create the conditions for creating the conditions for the realization of personal potential by each person, it is desirable to “do unto others as they expect to be done unto them”. The necessary prerequisite for this rule is the ability to understand the partner needs, motives, emotional state.

According to Rogers, it is much harder to understand the emotions of others than it is to express one's own. It is like living in another person's home: delicately,

without assessment and judgment. Empathy is the ability to be responsible, active, strong and, at the same time, subtle and sensitive. “Empathic understanding is the ability to understand the thoughts, feelings, behavior, and meaning of what another person (to feel as they do, with them)”.

Gurova and Evdokimova created the version of Russian adaptation of the generation's theory: 1. The Silent Generation (the broken, lost generation). 1923−1943 years.

Events: World War II, the First Five-Year Plan, industrialization, collectivization, repression, the beginning of World War II, the discovery of antibiotics. Characteristics: Loyalty, adherence to rules, laws and orders, respect for office and status, obedience and sacrifice, honor, patience, frugality, partisanship; 2. Baby boomers (BB, boomers, population explosion generation).

1943−1963. Events: The end of World War II, the Cold War, rebuilding the country, the thaw, the conquest of space, the USSR as a world superpower, the Caribbean crisis, uniform educational standards and health care guarantees, plastic surgery and birth control pills.

Characteristics:

Idealism,

optimism,

teamwork,

team

spirit,

involvement, focus on excellent results, interest in personal growth, reward and status, cult of youth and health, emphasis on image and attractiveness, nostalgia and religiosity; 3. Generation X (13th generation, unknown generation, key-neck generation). 1963−1984. Continuation of the Cold War, the period of stagnation, the war in Afghanistan, the Summer Olympics in Moscow, the beginning of perestroika, total deficit, drugs. Willingness to change, individualism, choice, global awareness. Technical literacy, lifelong

learning, informal attitudes, emotion-seeking, pragmatism, survival and self-reliance, gender equality; 4.

Generation Y (Millennial, Generation Network, Generation Next, Zero). 1984−2000. Chernobyl catastrophe, collapse of the USSR, change of political system, default, terrorist attacks and military conflicts, SARS, development of communication and digital technologies (cell phones, Internet), biotechnology, new epidemics.

Willingness to change, civic duty and morality, responsibility, optimism, sociability and self-confidence, craving for diversity, flexibility of thought, naivety and subordination, focus on achievement and immediate reward, commitment to fashion and knowledge of brands, high level of technical proficiency;

5. Willingness to change, civic duty and morality, responsibility, optimism, sociability and self-confidence, desire for diversity, flexibility of thought, naivety and submission, focus on achievement and immediate reward, commitment to fashion and brand knowledge, high level of technical skill. From 2000 to the present. Globalization, business consolidation, world economic crisis, information society, terrorist war (under formation). Rapid maturation, high level of proficiency in information technology, communication in virtual space (in the process of formation).

Class can be perceived as a social category based on the Russian generation theory.

Class can be identified by the next conclusions: 1.

Social class is an element of an individual's picture of the world, which

reflects the significance of a person for society. This indicator is determined on the basis of various socially shared meaningful components, as well as on the basis of

individual manifestations and interpretive schemes developed by a person within his own experience; 2.

Young adults' perception of a person's class does not depends directly

on the gender and self-assessments of the cognizing subject. Young adults do not use the assessment of their own status as a basis for determining the position of another person, respectively, in determining the social status of individual mechanism of comparison with others is not actualized, which may be due to the fact that the age group under study is not characteristic of viewing themselves as an active member of society; 3.

The perceived social status or class of individuals is not related to his

or her gender and sociological status indicator. In turn, the object's age has a pronounced connection with the status to which the subject of cognition attributes it.

Representatives of the older age are ascribed a higher status than with status assessments of younger people. In this case the status is determined in accordance with the emotional attitude that the person evokes.

4.

Social status is assessed based on the constructed image of the object

of cognition. At the first stage, the subject of cognition attributes various kinds of components, indicators, as well as holistic stories to the object of perception. At this stage, occupation, income, education, and other parameters are determined; age group is evaluated, and a more general emotional attitude is formed. Then, in the second stage, categorization by the criteria of social status is carried out.

5.

Representatives of high class are viewed as individuals who are

significant to society and have access to social benefits. At the same time, the objects classified as belonging to this category are endowed with a number of negative qualities, such as aggressiveness and arrogance. Average status in this context is more of a background that shades the two extreme groups, its boundaries are the most blurred, and there is a tendency to expand the internal gradations of the

category under study, that is, to classify a person as “above average” instead of classifying him/her as a high-status group. Low status acts as a characteristic of a person, which describes a person as non-initiative, weak and dependent.

4. Features of young adults

The concept of empathy is not synonymous with empathy. Empathy can be associated with experiencing negative emotions under the influence of communication with the partner (discouragement, depression) that, undoubtedly, will reduce the objectivity and effectiveness of the expected help. Empathic understanding can be impeded by a focus on one's own personality, anxiety, avoidance of emotional situations, and the benefit of not understanding the emotions of others. Trying to understand the emotions of others is the shortest way to establish constructive relationships, mutually beneficial cooperation, excluding manipulation.

According to Lazarus, a person's emotions can be used to judge what is happening to them. It is impossible to fully understand and predict human behavior without paying attention to emotions. Without paying attention to the emotions associated with certain phenomena or events.

Helping another person who is in an acute emotional state, after being aware of their emotional state, may include specific techniques to reduce emotional tension. Help a person in an extreme situation that has triggered strong emotions: - give the person a chance to let off steam; - relieve acute stress: shout loudly, stomp your feet; - relaxation (not self-soothing); - switching the mode of the brain. Eye Desensitization.

You can spend three minutes scrutinizing an object in your field of vision (table, stone, wood, etc.). As if you're about to take an exam. Recalling all the details of this object: - detachment from the situation: see the situation from above, from below, from the side, from afar, close up (but be sure to see yourself in the situation); - depersonalizing one's map: Ozzy Osbourne, Audrey Hepburn, John Lennon, and other strong, successful personalities; - analysis of the problem: the main problem - the consequence of the problem - the existing solutions that are already in place; Helping a person after emerging from an extreme situation: - definition of the goal pursued by the person in the given situation (preservation of relations, achievement of what he or she wants by any way); - development of several options for a plan of action, expansion of the behavioral repertoire: - practicing the skill of constructive interaction, one or several variants chosen by a person; - paraphrasing the situation; - accepting the situation (stop blaming yourself); - reflection: what can be learned.

The life of modern person is associated with the need to communicate with a huge number of people. Representatives of many professions (and in particular, the “4 people" system) are susceptible to emotional burnout as a result of emotional contamination in the process of communicating with different people. The question arises of the necessity to develop the ability to protect oneself from unwanted emotional influences on the part of our interlocutors.

The life of modern man is associated with the need to communicate with a huge number of people. Representatives of many professions are subject to

emotional burnout because of emotional contamination in the process of communicating with different people. So, the question arises of the necessity to develop the ability to protect oneself from unwanted emotional influence from the interlocutors. Protective mechanisms (denial, repression, displacement, alienation, rationalization, projection) help a person to cope with feelings of anxiety, shame, guilt and other negative experiences that may cause emotional burnout, illness, depression, etc. As a rule, a person who receives negative information, gets into a conflict situation, tries to exclude, distort, substitute facts, etc. Meanwhile, the main task in this situation is not to overload oneself with negative emotions, not to suppress them, but to find the acceptable ways to protect oneself from the unwanted psychological influence of the surrounding people.

The psychology of self-defense can be conditionally divided into two blocks: management and self-defense psychology can be divided into two blocks: selfcontrol and situational management. Control of the situation is possible in the event when a person possesses a certain power. For example, a leader can use the directive method of management and close a meeting or stop the end of the discussion, etc.

Parents, by virtue of their position, can forbid certain actions of children, force the child to obey their instructions, etc. In the case of impossibility to influence the situation, the person can only change his or her attitude towards it, which will help him or her cope with his or her own emotions.

5. Authentic audio and video materials

Authentic materials are the texts and other materials (maps, transport timetables, theater tickets, advertisements, etc.) that were created in the country of the target language and supposed to use by native speakers and later found the use

in the learning processes, focused on the communicative approach to teach a foreign language outside of the language environment.

Video materials are the most effective tools in the educational process. The set of visuals is unique because in its essence, it is synthetic, that is, it combines several types of visual aids, such as language, object, situations and etc. Through the use of videos, students have an opportunity to be acquainted with objects of art, science, newspapers, books, outstanding personalities and realities of everyday native speakers Lifes.

The authentic videos are capable to represent not only the various linguistic but also cultural language features. In the linguistic aspect, the authentic videos are characterized by the peculiarity of vocabulary; it contains an abundance of interjections, particles, emotionally colored words, stable word combinations, phraseology and slang words. Authentic texts, that are contained in video visuals are also characterized by the originality and authenticity of syntax, such as the brevity and sentences, understatement, characteristic of authentic live communication.

Authentic videos often offer students ready-made speech samples of natural communication by native speakers in authentic communication conditions, which contributes to the development of students' communicative competence. The mentioned fact undoubtedly indicates in favor of more frequent video materials in the educational process.

The socio-cultural aspect of using authentic videos is represented by the vocabulary, which includes the most communicatively significant lexical units, typical for the typical communication situations, including the vocabulary for expressing the speaker's opinion, colloquial clichés, as well as words with a sociocultural or national-cultural component, these include realities, less equivalent and background vocabulary. As it has already been mentioned, the peculiarity of the socio-cultural aspect of the authentic videos is not only the auditory, but also the

visual image of the realities of the studied language country, as well as the opportunity to learn the features of facial expressions, gestures, typical for nonverbal communication.

The psychological aspect in the authentic videos found in the activity-based structure of speaking. On the one hand, the materials as a product of speaking and way of verbal influence to the recipient, on the other hand, it acts as an object of semantic processing and creates the necessary content and communicative base for the speaking development: it has communicative integrity, which meets the cognitive and emotional needs of students, activates their thinking activity. The correct authentic materials in the learning process are possible to instill, students have a positive attitude towards the culture of the country of the studied language and speakers.

There are many classifications of authentic videos, the most relevant of it can include fiction and documentaries, cartoons, soap operas, commercials, news programs, weather forecasts, interviews, sports TV programs, country study films (excursion films), music videos, talk shows.

Authentic videos teach the importance of using the nonverbal component of communication. Video reflects the features of facial expressions, gestures, body movements, knowledge of which contributes to the successful decoding of the information received which contributes to the successful decoding of information received when communication can be happened with native speaker.

The authentic videos reflect the realities of everyday life of native speakers and the specified cultural characteristics. The students acquire new knowledge, culture and mentality of native speakers.

Makkoveeva suggested the next algorithm of formation the socio-cultural competence of high school students what is based on a special set of exercises:

− Selecting language and speech material and determining the degree of its difficulty; − Determining the types and kinds of exercises depending on the material and the specifics of the skills and abilities what being developed; − Choosing the most effective types of work in accordance with the methodological task that is set in the performance of exercises; − Distribution of exercises by stages of development speech skills and abilities to speak clear; − The use of exercises’ optimal ratio in the process of socio-cultural competence development.

Shatilov distinguishes three steps of skill formation: 1. the step of introduction or somatization of new word and its primary reproduction; 2. the step of situational training and creation of strong lexical speech connections in given limits in the same type of speech situations; 3. the varying situational step, the stage of creating dynamic lexical speech or combining familiar lexical elements in different contexts.

Authentic materials create the personality going by step-by-step learning process.

Cambridge language learning materials are excellent example of authentic materials what help students to learn and communicate. the forms of authentic materials are: − Book covers. To analyze the information and content looking at the characters, titles, plot, tagline, mood (graphics); − Cards. To teach and learn descriptive text; − Videos. To learn the phrases and cultural features;

−

Posters. To notify the students the elements of the narrative text;

− Book index. To understand the structure or roster of information; − Blurb. To teach the way of identifying the content of the book story.

Using authentic material, teachers create the second personality (L2) what is high skilled in the socio-cultural competence.

Conclusion

Authentic videos are indispensable in the formation and development of socio-cultural competence, the importance of which is noted by researchers in the field of methodology foreign language teaching methods.

All of the gains are achieved and tasks are solved. Theoretical research is based on the serious and approved conclusions about social-competence features and abilities.

According to the scientists Makkoveeva and Shatilov, video materials can improve the socio-cultural competence what makes sense to the communication and, more globally, to opportunities to form the mental healthy society. In this way people talk with each other looking at their personalities what are created by culture.

And when the question is in the culture, answer can be found in the authentic materials.

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