SOCIOCULTURAL COMPETENCE AS AN INTEGRATED SYSTEM: FROM STRUCTURAL MODEL TO APPLIED TECHNOLOGIES

Abstract

This study examines the development of sociocultural competence (SCC) through a component-based model tested in the context of foreign language education. Five core components of sociocultural competence were identified based on key theoretical frameworks: cultural awareness, behavioural strategies, cultural sensitivity, social skills, and self-awareness. To foster these components, the research employed a set of pedagogical technologies commonly used in language education, including collaborative learning, debates, immersive quests, reflection activities, and discussions, all reframed for the targeted development of SCC. The study involved 40 second-year university students majoring in “Foreign language: two foreign languages (English/Chinese)” with the Kazakh language as the language of instruction. The participants represented various regions of Kazakhstan: Turkestan, Kyzylorda, Zhambyl, Almaty, and Akmola. They were assigned to the control group (n = 20) and the experimental group (n = 20). A pre-test/post-test experimental design with mixed-effects modelling was used to assess the impact of the educational intervention. Following the implementation of pedagogical technologies in the experimental group, a post-test was conducted to determine changes in the level of SCC development. Comparative analysis of pre- and post-test results revealed statistically significant improvements across all components of sociocultural competence in the experimental group. Additionally, a statistical analysis of the SCC structure was conducted, providing a deeper understanding of the interrelationships between its components. The results confirm the internal coherence of the proposed model and the pedagogical value of the applied technologies. This research contributes to the field by providing empirical validation of the integrated approach to SCC development and outlining effective instructional strategies for implementing the component-based model in language education.