Developing sociolinguistic competence of philology students focuses on training and actualization of a certain set of components of sociolinguistic competence - the sociolinguistic paradigm that imposes a specific form on the individual speech behavior depending on the given social environment and the prevailing social and communicative context. The training system for the improvement of sociolinguistic competence of students should be based on didactic and methodological principles, enriched with special sociolinguistic content, which is the basis for the improvement of knowledge, skills, and abilities of students to build their speech behavior based on the speech profile of the interlocutor, taking into account sociolinguistic norms of communication adopted in a particular socio-communicative context.
The improvement of sociolinguistic competence of students of philological faculties in teaching foreign languages is facilitated by teaching means of expressing sociolinguistic content through the prism of their functional content. The principle of contextual-thematic representation of teaching material implies that the very sociolinguistic nature of language functioning is inherently situational. The principle of concentrism involves teaching sociolinguistic competence with a gradual increase in the complexity of the sociolinguistic material studied in order to teach students to identify sociolinguistic parameters of communication situations in different social dialects, to identify social characteristics of the interlocutor by social markers in his speech and to build their socially correct speech behavior.
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"PRINCIPLES OF IMPROVING SOCIOLINGUISTIC COMPETENCE AMONG STUDENTS OF PHILOLOGICAL UNIVERSITIES,"
Philology Matters: Vol. 2021
, Article 12.
Available at: https://uzjournals.edu.uz/philolm/vol2021/iss1/12