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Such competence cannot be monocultural, cannot be directed to only one culture. It should have a 
cross-cultural expression. True interculturality embraces not only its own action in a foreign language
and cultural society, but also the actions of representative of another culture in a foreign language and 
cultural society[18].
Thus, sociocultural competence covers the following aspects:
-achieving competence in a foreign cultural and at the same time the formation of this competence;
-reflections of own cultural and the ability to talk about it in a foreign language;
-achieving intercultural understanding ,which leads to respect for others and tolerance [9].
Formation of sociocultural competence, by which we mean the complex knowledge of values, 
beliefs, behavioral patterns, customs, traditions, language and cultural achievements, characteristic 
of a particular society and its characteristics, occurs in the framework of sociocultural education and 
training, that is in the process of familiarizing the individual to cultural and national traditions of 
the country of studied language [8]. It is impossible to form a socio- cultural competence without 
acquisition of sociocultural knowledge, since the sociocultural knowledge is necessary not only as a 
means of communication with representatives of the foreign language culture, but also as a means to 
enrich the spiritual world of the individual on the basis of the knowledge about the culture of target 
language country. Sociocultural competence makes cross-cultural communication possible in the 
context of socio-pedagogical foundations of civil peace and accordance that cobines the idea of world 
globalization, humanization, cultural studies, social and ecological objectives and content of training. 
Therefore the presence of sociocultural competence is the paramount of socio-pedagogical concept of 
foreign language teaching in the spirit of the world, in the context of the dialogue of culture. We agree 
with V.V.Safonova that the basic provisions of social competence are the following:
-The need for a preliminary study of the sociocultural situation in the country and national environment 
before learning foreign languages;
-Develop bicultural language education by changing its content, socialization ,humanization, 
education, education for peace, and respect for human rights;
-Sociocultural competence makes it possible to navigate in the authentic language environment, 
allowing you to anticipate and thus avoiding the possible sociocultural interference, resulting in a 
different sociocultural environment. It forms a sociocultural knowledge of the countries and nations of 
the target language and country [24].
-The basis for sociocultural competence is cultural studies, which gave a true picture of the country’s 
sociocultural portrait of the target language ,including historical and cultural knowledge, values and 
peoples lifestyle. This suggests that learning foreign language as a means of intercultural communication 
directly related to the knowledge of the world and national culture, the interaction of the individual and 
society, various members of society to each other;
Thus, the formation of sociocultural competence is aimed at the development of trainees’ worldview 
and understanding of own country history and people and themselves and the bearer of national values 
.The aim of the sociocultural learning is not only the knowledge own and other cultures but also an 
ability to estimate own culture critically.
It is important to highlight the criteria of sociocultural competence:
-The functionality of the content .This means that knowledge which is important to students should 
be given. For example providing a large number of text about countries of the target language. This 
type of providing regional geographic knowledge is called cognitive [29].
-To be able to communicate effectively with native speakers, learners need to have knowledge of 
geography, politics, social sphere, culture and science. This is based on the statement that sociocultural 
competence can be applied only in the context where it is offered.
Sociocultural competence includes three blocks of knowledge:
-Linguistic regional geography knowledge – the knowledge of lexical units with the national -cultural 
semantics and ability to apply them in situations of intercultural communication;
-Socio-psychological knowledge possession of sociocultural conditioned scenarios, national-specific 
behaviors using communication technology adopted in a given culture;
-Cultural knowledge- knowledge of sociocultural, historical, cultural, ethnic and cultural backgrounds 
and the ability to use them to reach an understanding with representatives of this cultures[6].

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CONCLUSION 
Formation of sociocultural competence can be achieved by learning not only the rules of sentence 
structure and system of word, but by the principles of operation of ambiguous words and grammatical 
structures in real communicative situations. These communicants should be able to cope with potential 
difficulties by using verbal and non-verbal types of communication estimating emotional level and 
assessing interaction style, purpose and communication condition. In summary, we can say that 
culture and intercultural communication problems should be presented in educational process as 
global education objectives. the new concept of sociocultural education requires serious didactic 
thinking, choice of approach to learning a foreign language which can provide socialization of training 
foreign language communication and connection of communicative activity of students with cognitive 
research to the study of sociocultural portrait of native speakers.

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