1. Psycho-pedagogical peculiarities of flt at senior stage of a full secondary school

1.Psycho-pedagogical peculiarities of FLT at senior stage of a full secondary school
The psychology of teaching a foreign language is the one direction of educational psychology.
Psycholinguistic orientation of the educational process in learning FL at secondary school involves following positions:
• the ratio of the theoretical knowledge and practical skills.
• oral speech at the stage of the development of speaking skills.
• learning language through speech.
• orientation speaking skills and linguistic competence in their native language.
• formation of the active and passive vocabulary.
I offer some points which in combination with already known methods and techniques help to significantly improve the effectiveness of teaching and learning of a foreign language at secondary school:
• with the help of special exercises to use passive vocabulary into active.
• teach quickly transform their ideas into a foreign language, using its own active vocabulary.
• systematically consolidate the material; the main thing is not full amount of educational material provided by the teacher, but the volume of material that the listener is able to remember.
• new material should remain in the long memory of the listener at the level of cognitive processes of recognition or mention.


2.The role of Lingua-Cultural approach in teaching FL communication.

The purpose and the final result of foreign-language education – the intercultural communicative competence of personality created as "the intermediator of intercultural communication".

That is why tts important to bring the new concept in language teaching it islingua-cultural competence. 
Language is not only takes the main role in forming the thoughts of young generation, but also it is important in studying the culture.
At the beginning of the 21st century, crosscultural communication is becoming more and more important. However, the knowledge of the foreign language alone is not enough to effectively communicate with representatives of other cultures. 
In order the students acquire the lingua-cultural competence they should form the following things:

• 
  Linguacultural knowledge-is a practice that is concluded as language shape and which is described in mind (the words, phrases, phrasal verbs, tongue-twister and in the shape of literary texts). To linguacultural knowledge we include: the knowledge of the history, culture, tradition of country, the peculiarities of communicative language of citizens and the social life of people.
  
• 
  Lingua-cultural abilityto be able to analyze the lingua-cultural information which is formed in language signs, also as the use of lingua-cultural knowledge creatively, to use the theoretical knowledge and skills of pupils.
  
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  The personal quality of pupils: to be able to accept the information and cultural phenomena.
  

Scientists regarded the communicative upbringing as the rules of behaviors of exact people and the collection of their traditions
They considered that the communicative upbringing following the receptive and productive basis, should be taught equally with the foreign language learning habits.
The comparative description of the types of Russian and another nation’s communicative upbringing, help teachers to pay the students attention on the differences that will come in cultural dialogues, as a result it will help to develop the communicative skills of learners.