Abstract
Nowadays there is a constantly growing attention to the cultural problems of education in the pedagogical field. The subject of a “foreign language” does not only acquaint us with the culture of the country and the language that is being studied, but elevates the peculiarities of its national culture by comparison, introduces universal values, i.e. promotes the education of students in the context of the “dialogue of cultures” (ABDRAFIKOVA; AKHMADULLINA; YARMAKEEV, 2015). The involvement of cultural and linguodidactic components, namely the idioms in the English language, is absolutely necessary when we achieve the main practical goal in the process of teaching of a foreign language – a formation of the ability to communicate in the target language. In this way, learning to communicate using a foreign language in a real sense implies acquisition of socio-cultural knowledge and skills (SHARAFIEVA et al., 2019). The linguodidactic approach includes the study and use of idioms as phrasal units in foreign language, which should perform five functions: developmental, educational, upbringing, cognitive and professional. Teaching a foreign language as a part of a linguodidactic approach can be defined as a joint activity of a teacher and students, when the former transfers knowledge, skills and abilities to trainees (teaching), and the latter get this knowledge, skills and abilities (learning); as a social process, due to the needs of the development of society, the process of assigning of social and socioeconomic experience.