To the question of formation of sociocultural knowledge when training in the foreign language

The article deals with the formation of sociocultural knowledge in foreign language teaching. Foreign languages are intended to provide interaction in a spirit of dialogue between cultures, and humanization of sociocultural relations. In our country, today’s students live in conditions of open society, have a wide range of communication possibilities with representatives of other cultures, therefore the social order causes promotion of forming not only the communicative competence as the main purpose of foreign languages teaching but also acquisition of sociocultural knowledge in all educational institutions of Russia. The aim of the research is to identify the necessity of formation of socio–cultural knowledge in a foreign language teaching. The following methods were used: analysis of the psychological and educational literature of methodologists of our country, analysis and synthesis of personal experience of the authors. Identification of groups of sociocultural knowledge and steps of socialization in the course of training became the result of the research. Particular attention is paid to practical orientation of the development of the sociocultural competence in the process of a foreign language teaching. Materials of the article can be useful to enrich pedagogical knowledge, notably, a deficiency in the pedagogy of our country, in the study of the practical and theoretical experience of sociocultural knowledge forming in foreign language teaching in educational institutions of our country is made up. New ways of thinking at the possibility of social competence development in the practice of the national education opens up prospects for the scientific substantiation of modern innovative strategies of its development. The results of the research can find application when reading courses on theory and methodology of foreign languages teaching, in the preparation of textbooks for this course, as well as in improving the pedagogical culture of the general public