(CLС), provide cognitive-linguoculturological reconceptualization of the world by a person and serve as a content base for its formation as a subject of intercultural communication.

What aspect is directed towards the use of lan­guage not just as a means for intercultural communication but as an instrument for understanding the world as the 'result of the functioning of two factors: the internal (the activity and con­sciousness of the individual student) and the external (culture, in the wider sense).

Cognitive-linguoculturological  methodology was introduced by G.D. Zakirova

What aspect is directed towards developing the student's personal interest in a MFL as a subject and the stu­dent's use of this MFL as a means of satisfying personal interest. This work's definition of the aims of MFL education is based on the theoretical and methodological features of the 'cognitive-linguoculturological methodology' of MFL education, the the­ory of intercultural communication which puts it into practice as well as modern ideas regarding the formulation of aims.

Students’ mastery of linguistic-cultural and social and cultural competences is?

The aim of of 'MFL educational content' is

What is a relatively independent, functionally oriented fragment of the learning process, which has its own program-targeted and methodological support and is implemented through a well-developed pedagogical technology?

The modeling of the entire system of MFL education within a single comprehensive model is a complex task. It is achievable only through a conceptual-methodological approach whichserves as the basis for the formulation of variant subsystems of teaching communication.

The cognitive aspect is directed towards the use of lan­guage not just as a means for intercultural communication but as an instrument for understanding the world by two factors:

-the internaland

-the external

The pragmatic aspect of MFL teaching aims is directed towards developing the student's personal interest in a MFL

What is the most significant components of the content of education in FLE?

Cognitive-linguistic, socio-psycho-logical, communicative-functional, psycholinguistic and other models of intercultural communication serve as a rich foundation for the modeling of the constituent parts of intercultural communication within a complex, integrated form of education

What aspect of MFL teaching aims is directed towards the development of those elements of the student's knowledge, abilities and skills which collectively comprise the communicative competency and allow the practical use of a MFL in intercultural communicative situations.

Procedural aspect of content (teaching progression) is realized through staged formation of intercultural-communicative skills (subcompetences) within the context of thematical-textual units within the context of future profession (profile).

Development of an understanding of the future profession in the process of implementing learning situations aimed at motivating students to be active in a subject and social connection with the future profession

Subject content shouldn’t be based on problem-based learning allowing interactive teaching and role-play

What exactly is S.S. Kunanbayeva defines as a unit of the subject content of foreign language education ?