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The aim of the research is to develop and experimentally validate a set of exercises for forming ethnocultural competence through comparative analysis of English and Russian enigmatic poetry. The research set the following goals: ⎯ To analyze theoretical foundations of ethnocultural competence in modern education; ⎯ To examine distinctive features of enigmatic poetry in English and Russian literary traditions; ⎯ To develop and systematize exercises targeting ethnolinguistic, ethno-semiotic and reflexive-evaluative competence components;   ⎯To test the effectiveness of proposed exercises in pedagogical experiment. The relevance of the problem stems from the growing importance of intercultural education in globalization context, combined with insufficient use of folklore genres in foreign language teaching despite their significant cultural and didactic potential. The data for the research were collected through analysis of 50+ literary sources in English and Russian traditions, pedagogical experiments with 18 students, and evaluation of exercise effectiveness using specially developed assessment criteria. The study resulted in creation of comprehensive exercise system integrating enigmatic poetry analysis, comparative cultural studies and creative tasks, which demonstrated 55-60% effectiveness in developing high-level ethnocultural competence according to experimental data.

• TASK
  • For graduate qualification paper completion
• Introduction
• Chapter 1. THEORETICAL FOUNDATION OF THE FORMATION OF ETHNOCULTURAL COMPETENCE
• 1.1. Ethnocultural competence in teaching a foreign language
• 1.2. Development of English enigmatic poetry
• 1.3. Development of Russian enigmatic poetry
• CONCLUSION ON THE CHAPTER 1
• Chapter 2. METHODS FOR FORMATION OF ETHNOCULTURAL COMPETENCE OF STUDENTS BASED ON THE COMPARISON OF ENGLISH AND RUSSIAN ENIGMATIC POETRY.
• 2.1. Linguodidactic oppotunitiy of using enigmatic poetry of two languages for ethnocultural competence formation
• 2.2. Development of the complex of exercises for ethnocultural competence formation
  • Table 2.4. Lesson Plan “House in Riddles: A Cross-Cultural Comparison”
  • Continuation of Table 2.4.
  • Table 2.6 Lesson Plan “Kenning Riddles: Ethnolinguistic Understanding”
• 2.3. Experimental teaching and its results
• CONCLUSIONS ON THE CHAPTER 2
• CONCLUSION
• REFERENCES
• Appendix 1 Survey results on the use of energy genres in teaching foreign languages
• Appendix 2 Survey results on the use of energy genres in teaching foreign languages
• Appendix 3 Survey results on the use of energy genres in teaching foreign languages
• Appendix 4 Survey results on the use of energy genres in teaching foreign languages
• Appendix 5 An example of an exercise performed to develop an ethno-semiotic component of an ethnocultural competence
• Appendix 6 An example of an exercise performed to develop an ethno-semiotic component of an ethnocultural competence
• Appendix 8 Student's comment after a comparative analysis of English and Russian riddles
• Appendix 9 An example of an exercise devoted to develop an ethnolinguistic component of an ethnocultural competence