DEVELOPMENT OF ECOLOGICAL CULTURE OF STUDENTS IN THE PROCESS OF INTERCULTURAL COMMUNICATION IN FOREIGN LANGUAGE (Eng)

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Education and science. Vol. 19, No. 8. 2017/ The Education and Science Journal. Vol. 19, No. 8. 2017
PROFESSIONAL
EDUCATION
UDC 316.42 DOI: 10.17853/1994-5639-2017-8-47-74

L. M. Andryukhina, N . Y. Fadeeva, Gerard de Negri
DEVELOPMENT OF ECOLOGICAL CULTURE OF STUDENTS

IN THE PROCESS OF INTERCULTURAL COMMUNICATION
FOREIGN LANGUAGE
L. M. Andryukhina
Russian State Vocational Pedagogical University, Yekaterinburg, Russia. E-mail:
andrLM@yandex.ru
N. Yu. Fadeeva
Ural State Federal University B. N. Yeltsin, Yekaterinburg. Russia. E-mail:

natafadeeva2000@mail.ru
Gerard de Negri
Higher State Mining School, Ales, France.
E-mail: adorebach@outlook.fr
Abstract. Introduction. A high level of ecological culture in modern society is
the most important condition for self-preservation and sustainable development of
human civilization. The processes of globalization make it necessary to consider
environmental problems based on multicultural practice, to take into account national
and regional characteristics in their integrity and totality, which requires international
cooperation not only at the government level, but also at the levels of expert
communities, individual strata of society and specific citizens. This is indicated by
numerous studies, materials and documents of international forums, summits and
conferences of the UN and UNESCO.
The purpose of this publication is to present the author's didactic set of means
for developing the ecological culture of students and to demonstrate the potential of
teaching foreign languages (on the example of French) to form the ecological culture
of students through the development of intercultural communicative competence.
47
© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri
Methodology and techniques. When creating an integrative model for the development of ecological
culture, the culturological approach was chosen as the leading one. During the work, a systematic analysis of
the content of environmental education was used; generalization of the theory and practice of implementing
international strategies for the development of environmental culture and analysis of the effectiveness of
pedagogical technologies designed for this purpose; modeling the process of formation of ecological culture
of students. Diagnostics of the components of students' ecological culture was carried out with the help of face-
to-face questioning, observation, and comparative analysis of students' group interactions. A pedagogical
ascertaining experiment, methods of pedagogical design of the forms of organization of the educational
environment, design of the educational program, methods of graphic presentation of the research results were
also involved.
Results and scientific novelty. The principles of development of ecological culture are singled out. It
is substantiated that intercultural communication becomes the main mechanism of this development in the
global world. A selection was made of the most productive, from the point of view of the authors, innovative
pedagogical technologies for the formation of students' environmental competence. On the basis of the personal
data obtained, the factors contributing, according to the students, to raising the level of individual environmental
culture were identified. It turned out that the greatest value of students
give participation in international environmental projects, environmental

tourism and acquaintance with the traditions of different peoples; at the same time very low
who evaluate the role of knowledge of foreign languages, reading foreign languages
water sources on environmental issues and in general the importance of intercultures
nogo communication. It is concluded that when studying foreign languages at the university, due attention is
not paid to issues of environmental culture and students practically do not receive experience in intercultural
interaction.
actions.
An integrative didactic model for the formation of students' ecological culture is proposed, the
backbone of which is intercultural communication. On the basis of the model, the educational program of the
course "Development of students' ecological culture in the process of intercultural communication in French"
was designed; the results of its approbation are described. Practical significance. The materials of the article
can be useful for improving the content of the discipline "Foreign Language" and in general the educational
process in higher education, aimed at developing the environmental culture of students. Key words: ecological
culture of students, integral didactic model of development of ecological culture of students, sustainable
48
Development of ecological culture of students in the process of intercultural

communication in a foreign language
development, lifelong learning, global education

education, intercultural communication in a foreign language
For citation: Andryukhina L. M., Fadeeva N. Yu., De Negri Gerard.

Development of ecological culture of students in the process of intercultural communication in a foreign
language. Obrazovanie i nauka. 2017. V. 19. No. 8. S. 47–74. DOI: 10.17853/1994-5639-2017-8-47-74
DEVELOPMENT OF ECOLOGICAL CULTURE OF STUDENTS

IN THE PROCESS OF INTERCULTURAL COMMUNICATION
IN FOREIGN LANGUAGE
L.M. Andryukhina
Russian State Vocational Pedagogical University, Yekaterinburg, Russia.

E-mail: andrLM@yandex.ru
N. Yu. Fadeeva
Ural State Federal University named after the First President of Russia BN Yeltsin,
Yekaterinburg, Russia.
E-mail: natafadeeva2000@mail.ru
Gerard De Negri
Higher State Mining School, Ales, France.

E-mail: adorebach@outlook.fr
abstract. introduction. High level of ecological culture in modern society is the most important
condition of self-preservation and sustainable development of a human civilization. The processes of
globalization force to consider environmen tal problems with a support on polycultural practice, to take into
account national and regional peculiarities in their integrity. Thus, there is the need of the international
cooperation not only at the government level, but also at the levels of expert communities, separate groups of
society and citizens of the country. Moreover, ecological culture is constantly highlighted in numerous studies,
materials and documents of the international forums, summits and conferences of the UN and
UNESCO.
The aim of this publication is to present the authors' didactic complex of development tools of
ecological culture of students, and to show the potential of teaching foreign languages (on the example of
French) for students' ecological cul ture formation by means of development of cross-cultural communicative
compe
tension.
49
Methodology and research methods. Culturological approach has been cho

sen as a key approach for the creation of an integrative model of development of
ecologi cal culture. The methods involve: the system-based analysis of the content
of eco logical education; generalization of the theory and practice of implementation
of the international strategies of ecological culture development and the analysis of
efficiency of the pedagogical technologies intended for this purpose; modeling of the
process of formation of ecological culture of students. The diagnostics of components
of students' ecological culture has been performed by means of internal questioning,
observation, and comparative analysis of group interactions. Also, pedagogical
ascertaining experiments, methods of pedagogical design for forms of the educational
environment organization, design of the educational programs, and methods of
graphical representation of the research results have been involved.
Results and scientific novelty. New principles for the development of ecology
cal culture are singled out. It is stated that intercultural communication is becoming
the main mechanism for ecological culture development. Selection of the most
productive innovative pedagogical technologies of ecological competence for mation
of students is carried out. Based on the obtained students' questioning data, the
factors promoting the increase of the individual ecological culture level are defined. It
has become clear that pupils attach the greatest importance to the participation in
international ecological projects, ecological tourism and acquaintance with traditions
of different nationalities; at the same time, the role of foreign languages knowledge,
reading foreign non-translated sources on environmental issues, and, in general, the
importance of cross-cultural communication are esti- mated by students at a very low
level. The authors conclude that relatively little attention is drawn to the issues of
ecological culture in the process of foreign lan guages learning in higher education
institutions; students practically do not get the experience of intercultural interaction.
The integrative didactic model of ecological culture formation among students

is offered. consequently, intercultural communication plays an important part in the
development of ecological culture formation. The educational program me of the
course "Development of Ecological Culture of Students in the course of Intercultural
Communication in French" is designed on the basis of the proposed model; the results
of its approbation are described.
practical significance. The materials of the article can be useful when upda
ting the content of the discipline "Foreign Language", and improvement of the ed
ucational process at higher school aiming at the development of students' ecologi
cal culture as well.
Keywords: ecological culture of students, integral didactic model of the de
velopment of students' ecological culture, sustainable development, long life lear
ning, global education, intercultural communication in a foreign language
fifty

For citation: Andryukhina LM, Fadeeva NY, De Negri Gérard. Develop ment of
ecological culture of students in the process of intercultural communication in
foreign language. The Education and Science Journal. 2017; 8(19):47–74.
DOI: DOI: 10.17853/1994-5639-2017-8-47-74
Introduction
The importance of human ecological culture in the 21st century is increasing
many times over. The problems associated with its formation are raised in the works
of E. V. Girusov, S. N. Glazachev, V. A. Kobylyansky, E. A. Kogai, I. K. Liseev, N. N.
Mamedov, E. S. Markaryan, N.N. Moiseeva, I.N. Remizova, and many others. In
pedagogy and psychology, the problems of environmental education and upbringing
were studied by S.D. Ignatova, D. N. Kavtaradze, N. M. Mamedov, G. A. Yagodin, V. A.
Yasvin and others.
Ecology, as well as the process of development of ecological culture, is now

being integrated into international strategies for sustainable development, education
throughout a person's life, into global education, into solving the problems of the
"green economy". This creates a platform for the development of new pedagogical
approaches and technologies in the development of environmental culture. At the
same time, as many researchers note, “the educational process remains low-tech” [1],
it is still often closed within the framework of the methods of natural science
education, without attracting the potential of socio-humanitarian knowledge [2],
forms and methods of intercultural cooperation in the global environment. ; the
educational resource of child-adult polycultural interaction and social partnership is
also poorly used [3].
Literature review
Conducted analysis of the implementation of leading international strategies
showed that within the framework of each of them a wide range of means and
methods of educational activity has been developed and continues to be improved,
which are of direct importance for the development of ecological culture. Let us
reveal this process in more detail, focusing on one
on the one hand, on the proposed and used new methods and technologies, and on
the other hand, on the importance within the framework of each of the strategies
assigned to the role and forms of intercultural communication.
51
Development of ecological culture within the framework of sustainable

development strategy, "green economy" and education for sustainable
development. At the historic 1992 Rio de Janeiro Summit, Agenda 21 proposed
a range of strategies for achieving sustainability. Within the framework of this
strategic complex, the task of integrating environmental education with important
aspects of international economic policy was set.
economic and socio-cultural development, which brought the practice of environmental

education to the interdisciplinary cultural level [4–6]. The formation of an
ecological culture of each person and society as a whole is one of the key
conditions for achieving sustainable development. In the Moscow International
Declaration on Ecological Culture, adopted on May 7, 1998, it is defined as
follows: “Environmental culture involves a way of life support in which society
is a system of spiritual values, ethical principles, economic mechanisms, legal
norms and social institutions forms needs and ways of their implementation
that do not pose a threat to life on Earth”1.
Ecological culture has received a new understanding within the framework

of the strategy "Education for Sustainable Development" (ESD), according to
which education itself has come to be understood as the most important factor
of change. The 37th session of the UNESCO General Conference approved the
Post-2015 Global Action Program (GAP) for ESD2, which emphasizes that
education must change in such a way that knowledge, skills,
activities that expand its rights and opportunities to contribute to sustainable

development and take actions to ensure the preservation of the natural
environment, the greening of the economy and the formation of a just society.
Since the biosphere as a regulator of the environment is a single world system,
the transition to sustainable development is
1 The concept of the transition of the Russian Federation to sustainable development //

Collection of legislation of the Russian Federation. 1996. No. 15. Art. 1572.
2 Global Agenda of Action on Education for Sustainable Development as a follow-
up to the United Nations Decade of Education for Sustainable Development beyond 2014 //
Roadmap for the implementation of the Global Agenda for Education for Sustainable
Development / Organization United Nations Educational, Scientific and Cultural
Organization 7, place de Fontenoy, 75352 Paris 07 SP, France © UNESCO 2014.
52

of mankind can only be realized under the condition of an effective

new international cooperation.
In 2012, at the UN conference, known as "Rio + 20", the need for mass participation of civil
society in the process of sustainable development of civilization was discussed, taking into account
the national characteristics of the population of various territories. It was emphasized that in order to
determine the priorities of joint actions in the field of such development, international cooperation is
extremely important not only at the government level, but also at the levels of expert communities,
individual strata of society, and individual citizens [9]. Among the principles of the "green economy",
one of the directions of the implementation of the strategy of sustainable development, the principle of
joint decision making, focused on social partnership and intercultural interaction, was singled out1.
Thus, the role of intercultural communication as one of the leading means of developing ecological
culture was emphasized. In general, it is recognized that in the framework of the implementation of
ESD, the range of methods and pedagogical technologies should be significantly enriched and
expanded.
The adoption and implementation of the principles of sustainable development means the
integration in the field of education of the best domestic achievements with the progressive innovations
of foreign countries. Thus, in the Khanty-Mansiysk recommendations on the implementation of the
Global Program of Action on Education for Sustainable Development, it is noted that it is necessary “to
take into account the main trends and foresights of modern education (online learning, etc.) in terms of
the goals and objectives of ESD... contribution
to promote the dissemination of the best pedagogical practices in the implementation of development
programs for educational institutions, the implementation of network cooperation, taking into account
the principles of sustainable development in partnership with leading Russian and foreign
organizations”2.
Development of ecological culture within the framework of the strategy of education throughout
a person's life. As stated in the international documents of the UN, ESD is a process that continues
throughout life, from early childhood to higher education.
1 Learning for the Future: Competences in Education for Sustainable Development

United Nations: ECE/CEP/AC.13/2011/6. 2 Khanty-Mansiysk recommendations for the
implementation of the Global Program of Action on Education for Sustainable
Development International Conference on Education for Sustainable Development
(Khanty-Mansiysk, 8–11.06.2015) // UNESCO Bulletin. 2015. No. 26. P. 338–360.
53
education and adult education, and goes beyond formal education1. Pedagogical
forms of integration of formal, non-formal and informal education are becoming
a priority in the development of ecological culture. As part of the implementation
of ESD, we propose a "Local Agenda-21", in chapter 28 of which calls for local
administrations to develop their own action programs for the transition to
sustainable development. Each local government
In this regard, it is necessary to start a dialogue with citizens, local organizations

and private enterprises and approve the “Local Agenda-21”2 [14]. In fact, this is
a new pedagogical approach that involves going beyond the classroom and
broad social partnership. “Local Agenda 21” is a long-term plan or project for
the development of a locality or territorial entity, which is drawn up with
the help of the public on the basis of the national concept of sustainable
development and local characteristics. Successful implementation of the project
implies close cooperation between the authorities, public organizations and
business structures in solving environmental problems. This interaction must
have
concrete results: restoration of the territories of a city or a village polluted with

industrial waste, greening of industrial landscapes, assistance to enterprises in
organizing an environmentally justified business, introduction of energy and
resource saving technologies, conducting information campaigns aimed at
raising environmental public awareness, etc. . [ten]. "Local Agenda-21" makes
completely new demands on the educational system as a whole and on
environmental education as part of it. These requirements lie in the
subjectivity of education participants, increasing the practice-oriented training
based on a set of specially developed pedagogical technologies, as well as
the same significant expansion of the field of activity due to social networks
mining and intercultural communications.
Development of ecological culture within the framework of the strategy of
global education. The active use in recent decades of the concept of “global
education” is associated both with strategic initiatives
1 Aichi-Nagoya Declaration on Education for Sustainable Development: ED/2014/

TLC/ESD/01. Access mode: http://www.geogr.msu.ru/science/projects/our/docs/
Nagoya_2014.pdf.
2 Earth Summit Agenda 21 The United Nations Program of Action From Rio.
NY: United Nations Department of Public Information, 1997.
54

UNESCO, and with the practice of building a new type of organization and content
of education that meets the challenges of a globalizing world.
Global education is designed to enable all young people to participate in
building a better common future. This education is based on the recognition of
cultural diversity and at the same time the unity of human society, the interdependence
of all its members; it should develop the self-esteem of the individual, contribute to
the establishment of social justice and human rights, the formation of civil
responsibility for one's actions, the strengthening of peace in order to achieve the
sustainable existence of civilization. The strategy for the development of global
citizenship education (Global Citizenship Education) proposed by UNESCO is being
actively implemented in many countries today and is “overgrown” with new
pedagogical technologies and forms of organization of the educational process1.
Among the principles and basic forms of the educational process in global civic
education, the leading place is given to intercultural communication.
tion, cooperation and dialogue.

Global education is characterized by the following: • it goes
beyond the walls of classrooms: the whole world in all its diversity becomes
a learning environment; • time, space and language are no longer seen as barriers
to education; • to find mutually acceptable solutions to real problems, "bridges"
are created between students, communities and different cultures.
ramie;
• there is a liberation from stereotypes of perception, and there is an
opportunity to see a more voluminous picture of life, to form
open thinking, to get through personal contacts with other people a deeper
understanding of how the world works;
• in the process of learning in the global class, real
or virtual interaction with partners of all ages;
• thanks to the well-established feedback from students
comrades from different parts of the world, there is an opportunity to share their
ideas, jointly develop and implement educational projects;
1 Global Citizenship Education. Preparing learners for the challenges of the twenty-
first century Education Sector United Nations Cultural Organization Published in 2014 by
the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy,
75352 Paris 07 SP, France © UNESCO 2014. P. 45 .
55
• assessment and recognition of the results of students' creative activities are carried out promptly,
in real mode through blog posts, videos, images, etc.; • participation in global events and joint work
contributes to the formation of such qualities as open-mindedness, solidarity, responsibility, respect for the
opinions and customs of other people;
• learning from ready-made textbooks is being replaced by interaction and collaboration with others
in the process of finding information to solve real problems. During this joint work, students can write
textbooks themselves [11].
Environmental education and environmental values organically fit into the structure of global
education and can be developed based on pedagogical approaches developed within the framework of this
strategy.
technology.
Development of ecological culture within the pedagogical practice of intercultural communication.

Intercultural communication is an environment in which the processes of both direct and mediated by
information and communication resources interaction between representatives of different cultures take
place. As a key condition for intercultural
Communication rightly considers the study of foreign languages, which are not only a means for working and
interacting with people of different nationalities, but also the basis for understanding one's social identity,
developing one's own intellect (as a measure of understanding the surrounding reality), and acquiring the
qualities of a citizen of the world. It is no coincidence that the initiators of the organization and development
of intercultural communication in the education system were teachers of foreign languages. It is they who are
actively developing pedagogical technologies for the formation of intercultural communication today.
active competence.
The concept of "intercultural competence" arose in the early 1970s, when the problems of overcoming
ethnocultural centrism and the formation of a tolerant attitude towards another culture and its values became
relevant. In the context of the study of these problems, intercultural competence began to be considered as
“a complex of analytical and strategic abilities that expands the interpretative spectrum of an individual in the
process of interpersonal interaction with representatives of another culture” [12]. The creation of various
models of intercultural communicative competence and the study of this phenomenon were carried out by
such Russian scientists as
56

M. P. Alekseeva, O. R. Bondarenko, V. A. Bryleva, I. A. Golovanova, K. V.

Golubina, I. A. Guseinova, G. A. Dubinina, V. G. Elizarova, M G. Korochkina, T.
V. Larina, O. A. Leontovich, Yu. V. Meshcherskaya, A. Yu. Muratov, V. I. Narolina,
T. A. Plestsova, I. L. Pluzhnik, A. P. Sadokhin, V. V. Safonova, S. G. Ter Minasova,
I. I. Khaleeva, N. E. Yakovleva and others [13, 14, 15]. The experience of
appropriation by students of intercultural communicative
competence in the process of mastering a foreign language shows
that the potential of the pedagogical practices used in this process is unique and cannot be replaced by any
other means [15].
Intercultural communication carried out in a foreign language • involves the student's personality
in the entire integrity of its manifestations in the communicative process, requires a higher level of
subjectivity, reflexivity and responsibility from a person; • forms and reinforces an attitude towards mutual
understanding, which is impossible without such human qualities as openness and kindness.
generosity;
• gives the effect of novelty and surprise, which inevitably accompanies
acquaintance with another culture and becomes a stimulus for the development of thinking
because consciousness is removed from the state of balance of everyday meanings and is capable of self-
creation and self-construction
ing;
• contributes to the formation of subjectivity and at the same time
a theoretical understanding of the norms and values of one's own culture;
• serves as an incentive for the formation of new cultural meanings and prices
ness due to the dialogization of the relations “I am the Other”, “I am the Other culture”.
Materials and methods

We have set ourselves the following goals: • to create for
university students a new integrative didactic set of tools for developing their environmental
culture, systemic
the core of which is intercultural communication;
• demonstrate the capabilities of this didactic kit
sa on the use of the best world experience in environmental education
one that contributes to understanding the global nature of environmental problems not only on the basis of
theoretical knowledge, but also based on
licultural practice;
57
• unleash the potential of teaching foreign languages for the formation of students' ecological
culture through the development of intercultural communicative competence.
During the work, a systematic analysis of approaches to the content of environmental education
was used; generalization of the theory and practice of the implementation of international strategies for
the development of environmental culture and analysis of the effectiveness of new pedagogical
technologies designed for this; creation of an integrative didactic model for the formation of students'
ecological culture. Diagnostics of students' ecological culture was carried out with the help of
questionnaires, observation, and comparative analysis of group interactions. A pedagogical ascertaining
experiment, methods of pedagogical design of forms of organization of the educational environment,
design of the educational program, methods of graphic
presentation of research results.

The basis of the pilot study was the Ural State Federal University named after V.I. the first
President of Russia B. N. Yeltsin (UrFU, Yekaterinburg) and the Russian State Vocational Pedagogical
University (RSVPU, Yekaterinburg). The study was carried out in several stages: • The theory and
practice of implementing the leading international strategies were analyzed in order to identify the
means, forms and methods of development of environmental culture that are available and are
being developed within each of them; • at the ascertaining stage of the experiment, the initial
level of students' ecological culture was revealed, the possibilities and ways of its development were
assessed;
• based on the pedagogical experience of teaching French, a didactic model for the development
of students' environmental culture in the process of intercultural communication was selected and
concretized
tions;
• the educational program of the course “Development of Ecological Culture of Students in the
Process of Intercultural Communication in French” was developed and tested.
Research results
Results of theoretical research. The level of ecological culture required today does not allow us
to consider it only as
58

the result of acquiring a certain amount of ecological knowledge. Environmental education is broader
than education in the field of ecology as a science. Culture is a global self-regulatory mechanism for
adapting a person and society to the conditions of the natural and social environment. The ecological
component is present in it initially and immanently [3, 7, 16–22]. The integration of the tasks of developing
ecological culture into international strategies for sustainable development, global education, learning
throughout a person's life, into solving the problems of the "green economy" indicates the need to create
an integrative didactic model for the formation of environmental competence. The absence of such a
model in the educational process does not allow the full use
to call on the full potential of the best world experience in environmental education
niya and education.
The system-forming core of the integrative didactic model proposed by us (Fig. 1) is intercultural
communication, understood as an objectively existing space for communication and intercultural
interaction, which, subject to its pedagogical adaptation, becomes an effective pedagogical environment
for mastering aspects of ecological culture. The development of the ability for intercultural communication
is provided by a complex of modern pedagogical technologies that form intercultural communication
active competence of students and improving their knowledge of a foreign language (or several foreign
languages). Only on this basis, in our opinion, it is possible to use in environmental education the largest
array of the best pedagogical experience and the latest technologies for the development of environmental
culture, developed as part of the implementation of the above and displayed in Fig. 1 international
strategies.
The results of pedagogical research at the ascertaining stage of the experiment. In order to find
out how today in preparing
The training of specialists implements the principles and technologies for the development of ecological
culture, an empirical study was conducted, in which 134 students took part: 46 students from UrFU and
88 from RSPPU. In this sample, 10 people studied in the 1st year, 97 in the 2nd and 27 in the 3rd; 87
respondents were residents of Yekaterinburg, 33 - cities of the Sverdlovsk region, 10 - other regions, 2 -
foreign citizens, and 2 students
did not want to answer the question about their place of residence.
59

• participation in the implementation of environmental projects in your city -

50% (62 respondents); •
ecological tourism - 46.3% (62 students);
• acquaintance with ecological traditions of different countries–
45.5% (61 people);
• study of norms of ecological behavior - 44% (59 students); • environmental education –
40.3% (54 respondents). • environmental education - 35.8% (48 people); • intercultural
communication - 30.6% (41 students);
• study of literature in foreign languages on issues of ecological culture - 17.9% (24 respondents);
• study of foreign languages - 11.2% (15 people).
Factors contributing to development

ecological culture
one
2
3
four
5
6
7
eight
9
ten
Rice. 2. Factors contributing to the development of individual environmental culture, %:

1 - environmental education; 2 - environmental education; 3 -
ecological tourism; 4 - intercultural communication; 5 - acquaintance with the ecological traditions of
various countries; 6 - learning foreign languages; 7 - study of literature in foreign languages on issues of
environmental culture; 8 - study of the norms of ecological behavior; 9 - implementation of environmental
projects in your city; 10 - participation in the implementation of international environmental projects
Fig. 2. The factors contributing to the development of individual ecological culture, %: 1 –

ecological enlightenment; 2 – ecological education; 3 –
ecological tourism; 4 - intercultural communication; 5 – introduction to ecological
traditions of various countries; 6 - learning of foreign languages; 7 - studying foreign literature on
ecological culture; 8 - studying the standards of ecological behavior; 9 – implementation of ecological
projects in the city; 10 – participation in the implementation of the international ecological projects
61
The above indicators reveal a contradiction in the assessments of

students. On the one hand, it is recognized that participation in international
environmental projects, as well as eco-tourism and acquaintance with the
traditions of different peoples, is of the greatest importance in raising the level
of individual environmental culture; however, on the other hand,
the role of mastering foreign languages, reading for
boundary non-translated sources on environmental issues and in general
intercultural communication. In our opinion, this is not at all due to the fact that
Dentists do not understand that, for example, participation in intercultural
projects requires knowledge of foreign languages and that it can only be carried
out in the process of intercultural communication. Most likely, the reason is that
in the process of studying at a university when studying foreign languages (and
some students learn two languages at the same time), due attention is not paid
to issues of environmental culture and students do not get the experience of
intercultural interaction. This is confirmed by the answers to the question of
where and with whom aspects of ecological culture are discussed. Most
often, students noted that conversations and discussions were held at school,
then at the university - 27%, less often this happens in the family and with friends
(Fig. 3).
Rice. 3. The space in which the problems of ecological culture are discussed,
%: 1 – yes; 2 - very rarely; 3 - no; 4 - find it difficult to answer 3. Places where
the issues of ecological culture are discussed, %
62

The answers to the question whether environmental topics and environmental

problems are discussed within certain courses of the university program (Fig. 4) were
as follows:
• natural sciences: “yes” – 71.9% of students; "very rarely" - 10%; • social and
humanitarian disciplines: “yes” – 31.8% of the respondents; “very rarely” – 36.4%;
22.4% found it difficult to answer;
• technical disciplines: positive answer – 9.4%; "very

rarely” – 29.2%; 34.9% of students found it difficult to answer;
• foreign language: positive answer - 18.7% of students; “very rarely” – 30.8%;
27.15 found it difficult to answer. Thus, we again made sure that the ecological
learning in the study of a foreign language is carried out at a low level.
Rice. 4. Active discussion of environmental issues within the framework of studying

certain courses at the university, %: 1 – yes; 2 - very rarely; 3 - no; 4 - find it
difficult to answer 4. Activity of discussion of
environmental problems within the content of certain courses in higher education
institutions, %
The results of pedagogical design of conditions for the development of students'

ecological culture on the basis of intercultural communication in a foreign (French)
language. Based on the integrative
63
didactic model, the central core of which is intercultural communication, we have developed an
educational program for the special course "Development of students' ecological culture in the process
of intercultural communication in French". Let us briefly describe the main characteristics of the program.
It is designed for 34 classroom hours and can be mastered within one academic semester at the 2nd or
3rd year of studying a foreign language (level of language competence B1 - B2 according to the
European assessment scale).
The integrative didactic model made it possible to determine the composition of the package of
pedagogical technologies for the implementation of the program, which included: • information and
telecommunication technologies (online exercises, for example, based on the materials of the
French channel TV5.org; online debates, viewing and discussion of video materials); • technologies for
integrating formal, non-formal and informal education (participation in joint youth projects (Saint-Étienne)
with posting materials on the results of practical activities on social networking pages,
volunteering, competitions);
• modern technologies for learning a foreign language in an intercultural communicative learning

environment. Materials of foreign teaching aids and textbooks for teaching French as a foreign language
(for example, "Alter Ego", "Echo B2"1) can serve as teaching aids. The formation of a system of
French environmental terminology can be carried out through acquaintance with the vocabulary and
symbols of the savings and savings regime, advertising brochures, slogans, banners.
It is also effective to use textual materials in French of a practical environmental orientation,

including those posted on French-language websites. As the topics of classes and tasks,
dentists can be offered, for example, the analysis of statistical materials on

environmental issues; studying the features of the national strategy and state policy in the field of
ecology; discussion of the works of outstanding French scientists and thinkers who addressed
environmental issues; environmental projects implemented by various local communities, public
organizations; study of the national system of eco-
1 Dollez C., Pons S. Alter Ego 3. Method de français, livre. Hachette, Paris, 2007.
Dossier 7, pp. 106–121; Girardet J., Gibbe C. Echo B 2. Method de français. liv re de l'eleve.
CLE International / Sejer. Paris, 2010, pp. 56–63.
64

logical values, folk traditions of attitude to nature; experience of taking into

account the peculiarities of the future profession, which orients the educational
process towards approaching the subject and social conditions of future
professional activity.
Of great importance is the use of narrative means - stories of native
French speakers about ecological culture and
conservation practices, traditions of environmentally responsible behavior in
France, and students can try to make collections of such stories themselves.
Activate the learning process video and multimedia mothers
alas formed by students of the media library independently.

The results of educational projects and training in general, which are
presented online on a special website, can be evaluated by each participant of
the program. Questionnaires for this purpose can be completed in the classroom
or online. A special place is given to self-control and self-assessment: each
student compiles a portfolio, which includes
cherishes both achievements in the implementation of projects, participation in
competitions and other forms of activity, as well as success in mastering the French language.
The educational program involves not only classroom and remote forms
of work using Internet resources. Various cultural and educational platforms
should be involved. Such work involves the integration of formal, non-formal
and informal education, the partnership of educational institutions with municipal
institutions and public associations [22]. The program is focused on organizing
the educational environment as a space for intercultural communication based
on the development of joint international youth projects with the French
side and other countries. The main mechanism of this activity is the process of
intercultural communication, voluntary cooperation of French and Russian
colleagues and students. Approbation of the educational program began with
the implementation of the social project "Volunteer work: an ecozone near an
Orthodox church", initiated by one of the authors of this article. The project was
supported by representative organizations such as the Ministry of
International and Foreign Economic Relations of the Sverdlovsk Region, the
French Consulate in Yekaterinburg, and the Administration of the Polevskoy City
District of the Sverdlovsk Region. In October 2016, the Consul General of France
in Yekaterinburg, Eric Miyet, approved the idea of laying the French garden wok-
65
around the Pokrovsky Church under construction in the village of Oblique Ford.
The project, which has become truly international, since representatives of five
countries came to its presentation in Polevskoy at once: France, Senegal, Congo,
Vietnam and China, started in June 2017 - the Year of Ecology in Russia. The
presentation of the project for the future garden, authored by A. Pelenev,
teacher of the children's art school in Polevskoy, took place near the Intercession
Church, which already today pleases the eye with its beauty and originality of
architectural solutions. In addition to the presentation of the Dream Garden and
Marble Festival projects, the program of launch events included the solemn opening
of the photo exhibition Famous Gardens of France and a visit to the unique
monuments of the village of Mramorske. In Kosoy Brod, the beds of a garden and
an apothecary's garden were laid, and oak seedlings were planted in the ground.
Under the ringing of bells in the restored belfry, the students participating in the
project, together with the villagers and its head Vera Nufer, laid a memorial plate of
the future monument to the founder of the settlement, Yakov Dannenberg. The
regional mass media provided extensive coverage of the events.
Based on the results of the launch events of the ecoproject, a student focus
group was organized to determine the interest of students in further joint work and
predict its results. Students confirmed the importance of initiatives of this kind and
their necessity in regions, primarily those far from metropolitan areas. According
to the general opinion, participation in such actions not only helps to realize the
significance of the contribution of each person to the common cause of protecting
and restoring the environment, but also causes an uplift in mood and a desire to
unite with people living in different countries in order to “make their planet more
comfortable."
The students emphasized that now the knowledge of foreign languages

is perceived by them as a practical value, as a competence, the possession of
which allows them to communicate more freely, discover the cultural characteristics
of different peoples inhabiting the earth, tell foreign
friends and partners about their national traditions, jointly solve urgent problems,
including those related to the development of eco-culture.
To summarize: the formation of an intercultural communicative environment
for language teaching within the framework of project activities contributes to the
development of internal motivation of students, makes their interaction purposeful,
provides an opportunity to show creative abilities, use knowledge gained in other
areas of learning.
66

sciences and cultures. Communication of speakers of different cultures thanks to the

knowledge of a foreign language solidifies their activities to ensure environmental
safety, protection and improvement of the environment. Let's add to everything the
real practical significance of the volunteer work itself at the objects of ecological and
cultural heritage.
Conclusion
There are many scientific publications devoted to various aspects of the
interdependence of skills and abilities in the organization of intercultural
communication, its effective implementation, knowledge of foreign
strange languages and the impact of such knowledge on the level of human culture,
including ecological culture.
For example, E. V. Medelyan comes to the conclusion that intercultural
communication is an effective mechanism for cultural development and mutual
enrichment of representatives of different cultures. Various forms of intercultural
communication contribute to the understanding of the realized
cultural, environmental, environmental and economic ideas in another state and are
fertile ground for the formation of new views, positions and judgments [23].
Individual perception of the surrounding world depends on what cultural

community a person belongs to, the level of his upbringing and awareness. And the
attitude to the nature of a particular person, just like the attitude of a particular
society, depends on the traditions that have developed over a long period of time. A
comparative analysis of diverse approaches to the consideration of the phenomenon
of ecological culture allowed M. G. Babashina to identify the features of the eco-
culture of young people in Russia and Germany [24]. N. I. Zhabot, exploring the
differences in the ecological terminology of the Russian and French languages,
comes to the conclusion that they are due not only to intralinguistic, but also
extralinguistic factors: the peculiarity of the formation of society, the priorities in the
development of branches of science and technology, the preferences of native
speakers in various spheres of life activity, active interaction of Russian and French
specialists with the international community of ecologists, etc. [25]. N. V. Albrekht
and I. M. Kondyurina demonstrated how the use of the technology of teaching foreign
language pedagogical communication in the process of studying a foreign language
by students can help future specialists acquire professional mobility, without
which
67
it is difficult for a swarm to master deep knowledge in the field of ecological culture [26, p. 129–130].
The most interesting to us are the studies of N. S. Doro

Shenko, who showed that the use of German native speakers with a high level of environmental
consciousness in an adapted version of the experience can be considered as one of the effective ways
to develop the environmental culture of Russian students [31, 32].
Thus, the question of the role of foreign language learning by students in the development of
ecological culture is occupied by an increasing number of authors [4, 9, 27–30]. However, in the
publications we found, only particular aspects of the topic are covered, or a narrow didactic approach to
solving the problem prevails, and there is no systematic analysis of the possibilities of environmental
education based on intercultural communication and the use of the potential of teaching foreign
languages. There are also no works that would comprehensively analyze the educational resources
available
in various countries, accumulated as the implementation of international

environmentally oriented strategies.
The system analysis carried out by us, which made it possible to form an integrative didactic
model for the development of students' ecological culture, the backbone of which is intercultural
communication, and the development of the course program "Development of students' ecological
culture in the process of intercultural communication in French" on the basis of this model, are one of
the first attempts filling the identified gaps in scientific research and methodological developments in
this area of education. In conclusion, I would like to once again emphasize the idea expressed on one of
the sites of the environmental community that the solution of environmental problems is impossible
through the efforts of government institutions or actions
only specialists - ecologists, managers, lawyers, engineers, legislators. To increase environmental

safety to the required level, active participation based on intercultural dialogue of all people outside the
depending on their social or cultural status.
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68

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Information about authors:

Andryukhina Lyudmila Mikhailovna – Doctor of Philosophical Sciences,
Professor of the Department of Professional Pedagogics and Psychology of the
Russian State Vocational Pedagogical University; ORCID iD is 0000-0003-1279-1949;
Yekaterinburg, Russia. E-mail: andrLM@yandex.ru
Fadeeva Natalya Yuvenalievna – President of the regional public organization

"Friends of France", Senior Lecturer of the Department of Linguistics and
Professional Communication in Foreign Languages, Ural State Federal University.
the first President of Russia B. N. Yeltsin, Yekaterinburg, Russia. E-mail: na
tafadeeva2000@mail.ru De Negri Gerard – teacher of English language and
literature, master of the Higher State Mining School, Ales, France. E-mail:
adorebach@outlook.fr
The article was received by the editors on June 18, 2017; accepted for publication
September 13, 2017. The authors read and approved the final version of the manuscript.
Information about the authors:

Lyudmila M. Andryukhina – Doctor of Philosophical Sciences, Professor,
Department of Professional Pedagogy and Psychology, Russian State Vocational
Pedagogical University, Yekaterinburg, Russia. ÿ-mail: andrLM@yandex.ru
Natalia Yu. Fadeeva – President of Regional Public Organization “Fri

ends of France”; Senior Lecturer, Department of Linguistics and Professional
Communication in Foreign Languages, Ural State Federal University named after
the First President of Russia BN Yeltsin, Yekaterinburg, Russia. E-ma il:
natafadeeva2000@mail.ru De Negri Gérard – Master, Teacher of English and
Literature, Higher
State Mining School, Ales, France. E-mail: adorebach@outlook.fr
Received 06/18/2017; accepted for publication 09/13/2017.

The authors have read and approved the final manuscript.
74

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UDC 316.42 DOI: 10.17853/1994-5639-2017-8-47-74

DEVELOPMENT OF ECOLOGICAL CULTURE OF STUDENTS

Ural State Federal University B. N. Yeltsin, Yekaterinburg. Russia. E-mail:

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

give participation in international environmental projects, environmental

Development of ecological culture of students in the process of intercultural

development, lifelong learning, global education

For citation: Andryukhina L. M., Fadeeva N. Yu., De Negri Gerard.

DEVELOPMENT OF ECOLOGICAL CULTURE OF STUDENTS

Russian State Vocational Pedagogical University, Yekaterinburg, Russia.

Higher State Mining School, Ales, France.

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

Methodology and research methods. Culturological approach has been cho

The integrative didactic model of ecological culture formation among students

Development of ecological culture of students in the process of intercultural

Ecology, as well as the process of development of ecological culture, is now

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

Development of ecological culture within the framework of sustainable

economic and socio-cultural development, which brought the practice of environmental

Ecological culture has received a new understanding within the framework

activities that expand its rights and opportunities to contribute to sustainable

1 The concept of the transition of the Russian Federation to sustainable development //

Development of ecological culture of students in the process of intercultural

of mankind can only be realized under the condition of an effective

1 Learning for the Future: Competences in Education for Sustainable Development

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

In this regard, it is necessary to start a dialogue with citizens, local organizations

concrete results: restoration of the territories of a city or a village polluted with

1 Aichi-Nagoya Declaration on Education for Sustainable Development: ED/2014/

Development of ecological culture of students in the process of intercultural

tion, cooperation and dialogue.

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

opinions and customs of other people;

Development of ecological culture within the pedagogical practice of intercultural communication.

Development of ecological culture of students in the process of intercultural

M. P. Alekseeva, O. R. Bondarenko, V. A. Bryleva, I. A. Golovanova, K. V.

Materials and methods

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

presentation of research results.

Development of ecological culture of students in the process of intercultural

Development of ecological culture of students in the process of intercultural

• participation in the implementation of environmental projects in your city -

• study of foreign languages - 11.2% (15 people).

Factors contributing to development

Rice. 2. Factors contributing to the development of individual environmental culture, %:

Fig. 2. The factors contributing to the development of individual ecological culture, %: 1 –

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

The above indicators reveal a contradiction in the assessments of

Development of ecological culture of students in the process of intercultural

The answers to the question whether environmental topics and environmental

• technical disciplines: positive answer – 9.4%; "very

learning in the study of a foreign language is carried out at a low level.

Rice. 4. Active discussion of environmental issues within the framework of studying

The results of pedagogical design of conditions for the development of students'

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

• modern technologies for learning a foreign language in an intercultural communicative learning

It is also effective to use textual materials in French of a practical environmental orientation,

dentists can be offered, for example, the analysis of statistical materials on

Development of ecological culture of students in the process of intercultural

logical values, folk traditions of attitude to nature; experience of taking into

alas formed by students of the media library independently.

© L. M. Andryukhina, N. Yu. Fadeeva, and Gerard De Negri

The students emphasized that now the knowledge of foreign languages