In the dissertation the theoretical analysis of the problem is carried out and the new decision of the scientific problem is offered which consists in developing technique of working with precedent cultural phenomena while teaching the Russian language in basic school. Precedent phenomena of culture are considered from the linguo-didactic point of view; it is established that they are cognitive structures formed in the cognitive base of native speakers on the basis of their socio-cultural and national cultural-historical experience. The important linguo-didactic peculiarity of precedent cultural phenomena is their dual essence: they are the object of study (containing important national and cultural information) and the medium of instruction (used as didactic material). The signs of precedent cultural phenomena are established: metaphoricalness, markedness, estimating, efficiency, implicitness, pragmatism, recurrence, historical variability; the peculiarities of precedent cultural phenomena are described: speech-communicative essence; national-cultural, socio-cultural or historical-cultural semantic meaning.
The concept of «secondary language personality» is defined as a communicatively active subject who is easily involved in intercultural communication and is able to produce adequate language behavior in a particular situation of intercultural communication.
The state of elaborating the problem of work with precedent phenomena of culture while teaching the Russian language in basic school, which ensure the efficiency of the process of the secondary language personality formation, is analyzed. Linguo-didactic principles that ensure the organization of work with precedent cultural phenomena in the process of teaching Russian in accordance with the content of the subject, contribute to the formation of general and subject competencies, the development of secondary language personality, namely: general didactic approaches; regularities of foreign language learning; general didactic, linguo-didactic and specific principles that determine the methodology, the set of exercises, the technique and teaching aids.
The research material, its results and conclusions can be used in the practice of teaching foreign languages, including Russian, which was confirmed during the approbation of the work in secondary schools.
Key words: linguodidactic, Russian language lesson, precedent, precedent phenomena of culture, secondary linguistic personality, levels of formation of secondary linguistic personality, linguodidactic principles, linguodidactic model, criteria of understanding precedent phenomena of culture, criteria for selection of precedent phenomena of culture.
