Introduction

Foreign language education has traditionally been concerned with enabling learners to acquire the linguistic resources necessary for communication. In this article, a distinction is made between second language and foreign language education. Following H. Stern, the term “second language” generally refers to a non-native language used within the learner’s surrounding linguistic environment, whereas a foreign language is learned primarily in a context where the target language is not the language of the surrounding community. Since the present discussion focuses on language learning in a non-English-speaking educational context, the term “foreign language education” is used throughout [2].

Earlier approaches, particularly the Grammar-Translation Method, placed considerable emphasis on grammatical rules, vocabulary, translation, reading and writing, while giving comparatively limited attention to oral communication [1]. The development of communicative approaches subsequently broadened the understanding of language proficiency by emphasising the ability to use language for meaningful and effective communication [1;10].

However, effective communication involves more than the correct production and interpretation of linguistic forms. Language is used by people within particular social and cultural contexts, and the same linguistic expression may acquire different meanings or functions depending on these contexts [3]. Consequently, foreign language education has an important role not only in developing linguistic competence but also in preparing learners to understand culturally determined meanings, recognise differences in communicative behaviour and interact appropriately with people whose cultural experiences may differ from their own.

This issue has become particularly relevant in a globalised world, where communication increasingly takes place across linguistic and cultural boundaries. Learners may encounter speakers with different cultural backgrounds, varieties of English and different expectations concerning communication. At the same time, the cultural dimension of language education, despite being widely discussed in linguistic and pedagogical research, is not always systematically integrated into classroom practice [11; 12].

The purpose of this article is therefore to reconsider the role of foreign language education in developing sociocultural and intercultural competence and to showcase that these dimensions should constitute an integral part of contemporary language learning rather than an additional element of the curriculum.

Language Education Beyond Linguistic Competence

The shift towards communicative approaches fundamentally changed the understanding of what it means to know a foreign language. Hence, the ability to communicate successfully cannot be reduced to grammatical accuracy or knowledge of vocabulary. Communication is always situated: speakers make choices according to social relationships, cultural expectations, communicative conventions and the particular context in which interaction takes place [1; 3;10].

This understanding is manifested in Russian linguadidactics. V. Safonova's approach to sociocultural competence is particularly relevant because it does not restrict cultural learning to factual information. She connects sociocultural competence with the ability to compare linguacultural communities, interpret intercultural differences and act appropriately in situations of intercultural interaction [4]. P. Sysoev similarly emphasises sociocultural knowledge, communicative experience, personal attitudes and the ability to use language appropriately within a sociocultural context [5].

These approaches demonstrate that the cultural dimension has always been considered as one of the key components of teaching by the Russian EFL educators (for instance, see [6]). At the same time, international research has developed the concept of intercultural communicative competence. M. Byram, for instance, places emphasis on knowledge, attitudes, the ability to interpret and relate, interaction and critical cultural awareness [7]. Although the terminology and theoretical frameworks differ, there is considerable overlap between these perspectives. Importantly, the Russian concept of sociocultural competence should not be presented simply as an earlier stage preceding intercultural competence. V. Safonova's conceptualisation already incorporates comparison, interpretation and intercultural interaction [4].

The distinction is therefore better understood as a difference in emphasis rather than as a linear development from one competence to another. Sociocultural competence draws attention to the learner's ability to understand and act within culturally situated communication, while intercultural competence places particular emphasis on encounters between different cultural perspectives. Both are directly relevant to the role of foreign language education.

The Role of Foreign Language Education in a Globalised World

If language is inseparable from the social and cultural contexts in which it is used, foreign language education has a role that extends beyond teaching linguistic forms. It should help learners understand how communication is shaped by cultural expectations and provide opportunities to encounter perspectives that may differ from their own.

This role becomes especially important in a globalised world. Contemporary learners are unlikely to communicate exclusively with representatives of one clearly defined “target culture”. English, for example, functions as a global means of communication and is used by people from diverse linguistic and cultural backgrounds [8]. As a result, preparing learners for communication cannot simply mean providing them with information about one national culture. They also need the ability to approach unfamiliar cultural practices, interpret them within their contexts and reflect on their own assumptions [11;12].

Foreign language education can contribute to this process by creating opportunities for learners to encounter authentic examples of culturally situated communication. Instead of presenting culture as a collection of isolated facts, teachers can use language materials to encourage learners to ask why people communicate in particular ways, how meanings are constructed within a particular context and how the same situation might be perceived differently by people with different cultural backgrounds.

Such an approach also changes the learner's position. The learner is not simply a recipient of information about another culture but an active interpreter of culturally situated communication. This corresponds to V. Safonova's emphasis on comparison and interpretation [4] and to M. Byram's understanding of intercultural competence as involving the ability to interpret and relate different cultural perspectives [7].

The role of foreign language education is therefore not to eliminate cultural differences or provide learners with a fixed set of rules for every possible intercultural situation. Rather, it should develop the ability to recognise that communication is culturally situated and to respond to unfamiliar situations with curiosity, flexibility and reflection.

The Continuing Problem of the Cultural Dimension

Despite the substantial amount of research devoted to language and culture, sociocultural and intercultural dimensions remain insufficiently integrated into foreign language education. The problem today is not a lack of theoretical discussion. Researchers have repeatedly emphasised the importance of culture, sociocultural competence and intercultural communication [3; 4; 5]. Nevertheless, classroom practice may continue to prioritise grammar, vocabulary and other easily identifiable linguistic outcomes, while cultural learning is sometimes treated as supplementary [11; 12].

This discrepancy is particularly significant because sociocultural competence cannot be developed simply by adding several cultural topics to a language course. Learning about traditions, holidays or everyday life may provide useful background knowledge, but knowledge alone does not guarantee the ability to interpret culturally specific behaviour or communicate appropriately.

The challenge for contemporary foreign language education is consequently to integrate culture into the process of language learning itself. Cultural meanings should be encountered through language, communication and authentic contexts rather than presented as an isolated area of knowledge [9].

This also has implications for teachers. The teacher's role is not limited to transmitting information about a particular culture. Teachers can create situations in which learners compare perspectives, question their initial interpretations and consider alternative explanations for culturally determined behaviour. In this sense, foreign language education can become a space for developing both linguistic competence and the reflective abilities necessary for communication across cultural boundaries.

Authentic Media as a Resource for Sociocultural and Intercultural Learning

The author's previous research focused on the potential of English-language talk shows for developing sociocultural competence. That study demonstrated that talk shows provide learners with access to spontaneous speech, culturally marked vocabulary, contemporary cultural references, non-verbal behaviour and different varieties of English [8].

The present discussion extends this argument by considering authentic audiovisual media not simply as a source of cultural information but as a context for developing the abilities required for culturally diverse communication.

Talk shows can expose learners to cultural meanings as they occur within real-life interaction. Learners can observe how speakers express agreement and disagreement, use humour, refer to culturally specific experiences, respond to sensitive topics and employ verbal and non-verbal strategies. Such material therefore allows culture to be encountered through communication rather than detached from it [9].

The pedagogical value of authentic media, however, depends on how the material is used. Watching a talk show without further interpretation may provide exposure but does not necessarily develop sociocultural or intercultural competence. Tasks can encourage learners to identify culturally specific elements, compare them with practices familiar to them, discuss possible interpretations and consider how misunderstandings might arise.

In this way, authentic media can connect several dimensions of foreign language education. Linguistic learning provides access to the material; sociocultural learning helps learners understand the context; and intercultural reflection encourages them to consider different perspectives and their own assumptions. This makes authentic media particularly relevant to the broader role of foreign language education in a globalised world.

Conclusion

Foreign language education in a globalised world cannot be limited to the transmission of linguistic knowledge. Its role increasingly involves preparing learners for communication in situations where linguistic, social and cultural perspectives intersect.

The analysis of Russian and international approaches demonstrates that sociocultural and intercultural competence should not be understood as successive stages in the development of language education. They have developed in parallel and share a significant conceptual basis. Safonova's understanding of sociocultural competence, in particular, already includes comparison, interpretation of intercultural differences and appropriate action in intercultural interaction [4], while Sysoev emphasises the knowledge, experience, attitudes and language use that support culturally appropriate communication [5]. Byram's model similarly emphasises knowledge, attitudes, interpretation, interaction and critical cultural awareness [7].

The importance of these concepts is therefore not merely terminological. They point towards a broader understanding of the purpose of foreign language education. Learning a foreign language should provide learners with opportunities not only to use linguistic forms accurately but also to understand how communication is shaped by cultural contexts, interpret unfamiliar perspectives and participate in interaction without relying exclusively on their own cultural assumptions.

At the same time, the continuing discussion of sociocultural and intercultural competence demonstrates that the problem remains relevant. Despite extensive theoretical research, the cultural dimension is not always given sufficient or systematic attention in language teaching [11; 12]. The challenge is consequently to translate existing theoretical insights into everyday educational practice.

Authentic media, including English-language talk shows, can contribute to this process by bringing culturally situated communication into the language classroom. As demonstrated in the author's previous research, such materials provide learners with exposure to authentic language, cultural references and naturally occurring interaction. When accompanied by appropriate tasks, they can also encourage comparison, interpretation and reflection.

Ultimately, the role of foreign language education in a globalised world is not simply to teach learners how to speak another language, but to help them understand how communication works when people bring different linguistic, social and cultural experiences into interaction. This broader perspective makes sociocultural and intercultural competence an integral, rather than supplementary, dimension of contemporary foreign language education.

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