This article examines the importance of integrating socio-cultural competence into the process of foreign language teaching, particularly at the initial stages of language acquisition. Socio-cultural competence is viewed as a key component of communicative proficiency, enabling learners to understand cultural norms, values, and interaction patterns of the target-language community. The study analyzes theoretical approaches to socio-cultural learning and highlights the relevance of intercultural sensitivity, cultural awareness, and tolerance in modern education. An empirical investigation was conducted among first-year students of Abai University majoring in Two Foreign Languages, whose English proficiency level corresponds to A2. Diagnostic questionnaires were used to assess motivational, cognitive, and axiological components of socio-cultural competence. Findings demonstrate significant improvement in the experimental group after the implementation of culturally oriented instructional strategies, including the use of authentic materials, cultural texts, and activities aimed at enhancing intercultural awareness. The results confirm that integrating socio-cultural content into language instruction fosters learners’ motivation, deepens cultural understanding, and strengthens intercultural communication skills. The study underscores the necessity of incorporating cultural dimensions into foreign language curricula and provides recommendations for effective pedagogical practices.