How to teach foreign students art culture? This is a question of the systematic introduction of the world of language, its artistic culture in the process of foreign language education, as a component of spiritual culture.

Our methodological searches are aimed at regular work with the artistic culture of the country, the language of which is studied in contact with the culture of trained students. The formation of intercultural competence passes through intercultural learning, the contents of which are precedent texts (cultural model), presenting the facts of culture. A precedent literary text can be a picture, a film, a photograph, a musical work. When working with this educational material, students have an emotional appropriation of spiritual values.

Studying culture based on literary texts offers in-depth work with the language of a work of art. It is in literary works that the connection between language and culture is realized. “Language and its works are the most lively and flexible, the most subtle and majestic embodiment of nationality, mysteriously associated with its mysterious essence” [P. B. Struve]

In this case, the teacher must correctly assess the linguistic competence of students, their linguistic training and the ability to understand a literary work. In some cases, pre-text language exercises are needed that contribute to a better understanding of the text.

A preliminary conversation of the teacher, explaining the features of the era, social group, mores, and customs that are incomprehensible to students, which is reflected in the work, is necessary. The final conversation, discussion of the work allows us to understand whether the students understood the conceptual meaning of the work correctly.

To identify the national-specific in the literary text, the theory of lacunae seems quite effective [Yu.A. Sorokin, I.Yu. Morkovkina]. Everything that the student noticed, but does not understand in a foreign cultural context, everything that seems strange to him and needs interpretation, is nationally specific. The responsibility for understanding the intercultural text rests entirely with the teacher. [

A survey conducted among foreign students of the fourth year of research at the Nizhny Novgorod State Technical University in May 2008 showed that more than 80% of students expressed insecurity in the knowledge of the socio-cultural behavior of Russians and a desire to get acquainted with them.

Presentation of the beginning of the conversation, behavior at a party, communication by phone have significant differences within the verbal and non-verbal communication. There is no course that would teach foreign students norms and patterns of behavior in the Russian environment.

Experience with foreign students shows that in a non-philological university it is necessary to conduct a course of linguoculturology, which would reflect the phenomena of Russian culture and include topics such as “Russian etiquette”, “Russian folk culture in the context of a common national culture”, “Musical culture of Russia”, “Russian painting” and others.