Marina N. Vetchinova

The article shows how a well-thought-out multi-vector language policy of France contributes to the spread of the French language and a sustained interest in its study in almost all regions of the planet. The figures showing the number of students in various countries are indicated, special attention is paid to the study of the French language in Africa, its prospects on the continent, factors that will help maintain interest in its study and further development in this region. The article shows the study situation of the French language in North and South America, Western and Central Europe, Asia and Oceania. The article identifies the difficulties that are encountered in the organization of teaching French as both the first and the second language. The special role of teachers in the popularization of the French language is emphasized. The article demonstrates worldwide achievements in its study, names specific measures, whose implementation will increase interest in the study and spread of the French language in the world.

The need to participate in intercultural dialogue with representatives of different countries actualizes the issue of preparation for intercultural communication, namely, the study of a different culture based on the knowledge of the native culture of students. In this regard, the readiness of the future teacher to implement a cultural approach to teaching foreign languages is of great social and practical importance. This research shows that since the beginning of the 1990s, Russia has seen significant changes in the context of learning foreign languages, which have started to be regarded as a real means of communication with representatives of other cultures. Thus, it is necessary to study the culture of the people when learning a foreign language. The authors demonstrate the relevance of the cultural approach to teaching foreign languages and reveal the role of a teacher in its implementation. Additionally, the author specifies the requirements for training a teacher of foreign languages, reflected in professional educational standards and training programs of various disciplines. The problems of training a teacher of foreign languages within the framework of the cultural paradigm are identified and analyzed. Moreover, the authors provide particular examples of the preparation of a future teacher for implementing a cultural approach to teaching foreign languages. The requirements for the study of foreign languages, outlined in the Federal State Educational Standard (FSES), as well as the requirements for the training of a teacher of foreign languages, reflected in the educational programs of higher education of the training program 44.03.01 “Pedagogical Education,” are specified. The authors present disciplines that will provide future teachers with information about the culture of the country of the studied language. Moreover, the authors provide particular examples of how students get acquainted with a different culture and the life of the people of the country of the studied language when studying culturally oriented disciplines. This contributes to the formation of general cultural and professional competencies. The authors conclude that thanks to the culturological knowledge gained through higher education, the teacher will be able to form language skills and knowledge of the culture of the people of the studied language.