This article is focused on the sociocultural and intercultural factors which may benefit or complicate the second language acquisition process in general, and primarily communicative skills. The study is about to explain the conditions of Teaching English as second language in Kazan (Russia) and focused on the area of the sociocultural and intercultural factors, which might contribute to the learning English proficiency. The leading methods are the observations, conversations, and pedagogical experiment, allowing to check the proposed structural competence and pedagogical conditions concerning Teaching English as a second language in the system of higher education. The study involves the interviews with English Language Teachers (non-native speakers) and Assistant English Language Teachers (native speakers), and as well as students' assessments. The paper submission is of the definite value for the process of second language acquisition in the system of higher education. Key words: high education, proficiency, second language acquisition, (oral) verbal collaboration, linguistics, methodology, restructuring English education, sociocultural and intercultural, retraining system
1.Introduction Although universities have developed since the 1980 -90s witnessed a new wave of interest to the issues of the English language in higher education (Masalimova, Shaidullina, Usak, 2016;Golubkova, Masalimova, Birova, 2017;Kazakov, Zakirova, Birova, 2017;Li, Pyrkova, Ryabova, 2017;Nurutdinova, 2012;Nurutdinova, Dmitrieva, 2013). Though changes have been happening in the last ten years, there are clearly weaknesses in language education in the way of improving the communicative abilities in Kazan (Russia), which are not being mainly addressed. There seems to be the difference between Russian students and overseas students in their comfortableness and effortlessness in communicating English as a second language; students can read and write well, nevertheless they still struggle to interconnect directly. Particularly this awkwardness can be recognized to linguistic alterations, but there are also seems to be prominent or important intercultural, sociocultural and cross-cultural aspects that may trigger this metamorphoses. In this study, we challenge to find the solution how Russian educational environments and methodologies to teaching English might be perfected in providing the more successful outcome in the way of communicative English.This research paper additionally pinpoints how comprehension and consciousness of intercultural, sociocultural and cross-cultural aspects may increase the understanding of how to more efficiently teach the communicative aspect of English as second language learners.Growing interest towards the English education can be explained by different reasons. Firstly, the economy and labour markets pushed demand in competent workers with knowing of foreign languages, social and intercultural skills. As world economies become increasingly inter-connected, multilingualism and intercultural skills have
