Intercultural competence and its main components: communicative and cultural types of competence. Formation of intercultural communicative competence as a basis for the high quality of general education of international students
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Communicative and intercultural competencies
The concept of "communicative competence"
The purpose of teaching a foreign language within the framework of the basic course is to master the basics of foreign language communication by students, during which the upbringing, development and education of the student's personality takes place. Mastering the basics of foreign language communication involves the achievement by schoolchildren of the minimum sufficient level communicative competence, i.e. ability to readiness to carry out foreign language communication.
"Communicative competence" (communicative competence) - the ability to communicate through language, that is, to convey thoughts and exchange them in various situations in the process of interaction with other participants in communication, correctly using the system of language and speech norms and choosing communicative behavior that is adequate to the authentic situation of communication. Communicative competence is not a personal characteristic of this or that person; its formation is manifested in the process of communication.
Communication functions
Mastering communicative competence involves mastery of foreign language communication in the unity of all its functions: informational, regulatory, emotional-evaluative (value-oriented) and etiquette.
During the implementation of these functions, certain communication tasks are solved and the main communication skills are formed:
Informational (cognitive, cognitive) function involves the formation of productive speech skills in speaking and writing. The following communicative tasks are performed: 1) request information, 2) communicate information, 3) explain information, 4) perceive and understand the perceived information.
Regulatory (incentive) function involves the following communicative tasks: 1) induce to something, 2) ask for something, 3) offer something, 4) advise, 5) agree on something, 6) perceive the impulse and respond to it.
Emotional-evaluative (value-orientation) function Communicative tasks: 1) express an opinion, assessment, 2) express feelings, emotions, 3) prove, convince, 4) feel pleasure / displeasure and other feelings from the perceived information.
label function involves the formation of receptive speech skills in listening comprehension (listening) and reading. Communication tasks: 1) address, start a conversation, 2) express interest in the interlocutor, listen and hear carefully, 3) keep the conversation going, end it, 4) congratulate on the holiday, 5) thank, 6) express sympathy.
In order to realize the indicated functions of communication by means of a foreign language, it is necessary to master these means, be able to use them in the main types of speech activity, know certain regional realities, features of speech and non-speech behavior in the sociocultural context of the country / countries of the language being studied, be able to master all this knowledge, skills and abilities, as well as the ability to get out of their positions with a lack of foreign language language means (compensatory skills). Thus, mastering foreign language communication, even within limited limits, is a multi-layered, multi-aspect process, and communicative competence (as a methodological concept), acting as the desired result of learning, is a complex, multi-component phenomenon.
Component composition of communicative competence
There are different points of view on the definition of the components of the communicative competence of students. According to the State Educational Standard (hereinafter referred to as SES), the study of a foreign language in the main general school is aimed at the formation and improvement of foreign language communicative competence in the aggregate of all its components:
speech competence- development of communication skills in four main types of speech activity (speaking, listening, reading, writing);
language competence- mastery of new language means (phonetic, spelling, lexical, grammatical) in accordance with the selected topics, areas and situations of communication;
sociocultural competence- introducing students to the culture, traditions and realities of the countries of the language being studied within the framework of topics and situations of communication that correspond to the experience, interests, psychological characteristics of students; formation of the ability to represent one's country, its culture in the conditions of foreign language intercultural communication;
compensatory competence- the development of skills to get out of the situation in the conditions of a lack of language means when receiving and transmitting information;
educational and cognitive competence- further development of general and special educational skills, familiarization with the ways and methods of independent study of languages available to students, including the use of new information technologies.
Referring to Sheiles, Kolesnikova distinguishes the following components of communicative competence:
Linguistic competence - knowledge of vocabulary units and grammatical rules that transform lexical units into a meaningful statement;
Sociolinguistic competence - the ability to choose and use adequate language forms and means depending on the purpose and situation of communication, on the social roles of the participants in communication, that is, on who is the communication partner;
Discourse competence - the ability to understand various types of communicative statements, as well as to build coherent, coherent and logical statements of different functional styles (article, letter, essay, etc.); involves the choice of linguistic means depending on the type of utterance;
Strategic competence - verbal and non-verbal means (strategies) that a person resorts to if communication does not take place; such means can be both re-reading the phrase and questioning the misunderstood sentence, as well as gestures, facial expressions, the use of various objects;
Sociocultural competence (sociocultural competence) - knowledge of the cultural characteristics of native speakers, their habits, traditions, norms of behavior and etiquette and the ability to understand and adequately use them in the process of communication, while remaining a carrier of a different culture; the formation of socio-cultural competence involves the integration of the individual in the system of world and national cultures;
Social competence (social competence) - the ability and desire to interact with others, self-confidence and self-confidence for communication, as well as the ability to help another maintain communication, put oneself in his place and the ability to cope with situations that arise in the process of misunderstanding partners in communication.
According to other scientists, the component composition of communicative competence is as follows:
Linguistic competence(including sociolinguistic) (proficiency in linguistic means, processes of text generation and recognition)
Thematic competence(possession of extralinguistic information, including regional studies)
Sociocultural competence(behavioral, including etiquette, knowledge of the sociocultural context)
Compensatory competence(the ability to achieve mutual understanding, to get out of a difficult linguistic situation)
Learning Competence(ability to learn).
A number of scientists introduce intercultural competence into the component composition of communicative competence
K. Knapp offers a modern model of intercultural competence, which the author defines as "the ability to achieve an equally successful understanding of both representatives of other cultures and communication communities, and representatives of their own culture." The researcher identifies the following components of this ability:
knowledge of models and communicative actions and their interpretation both in one's own and in the studied culture, as well as in the language;
general knowledge about the relationship between culture and communication, including the dependence of the way of thinking and behavior on culture-specific features of thinking, as well as the differences between cultures that are determined by these features;
a set of strategies for stabilizing the interaction, i.e. to solve frictions and problems arising in the process of communication.
The main advantage of this approach is the identification of two interrelated aspects of the intercultural competence of the individual - the ability to understand native and foreign cultures.
J. Letonen considers the limited approach of many authors to intercultural competence as tolerance for the manifestation of cultural characteristics, cultural sensitivity to the rules of behavior in a particular culture, awareness of certain cultural facts, or as an understanding of representatives of other cultures. For successful communication, from the point of view of the author, it is necessary to know the language, history of the country, art, economy, society, i.e. to have comprehensive knowledge about the culture of this country.
The concept of intercultural competence, its structure and assessment methods are being actively developed by Michael Biram, professor at the University of Durham, England. M. Biram's model is the most complete and covers various qualities, abilities and skills of an individual. This model is the basis for quite numerous studies in the Western scientific literature of ways to form intercultural competence. According to this model, intercultural competence consists of the following five elements:
Skills of interpretation and correlation
Discovery and Interaction Skills
Critical cultural awareness or political education
Relations
Relations between representatives of different cultures with a high level of intercultural competence should be built on the basis of openness and curiosity, readiness to abandon prejudices regarding another and native culture.
The knowledge component includes awareness of social groups, their characteristics and practical activities in their own country and the country of the communication partner, about the general processes of social and personal interaction.
The skills of interpretation and correlation consist in the ability of a person to interpret a document or event of another culture, explain it and correlate it with the phenomena of one's own culture.
Another component of intercultural competence is the ability to acquire new knowledge about culture and cultural practices, the ability to operate knowledge, relationships and skills in the context of communication and interaction in real time.
And the last component - critical awareness of culture or political education is the ability to critically and on the basis of certain criteria to evaluate the worldview, activities and results of activities inherent in one's own and other cultures.
Thus, an interculturally competent person has the following qualities:
the ability to see the relationship between different cultures (both external and internal in relation to society);
the ability to mediate, to interpret one culture in terms of another;
critical and analytical understanding of one's own and other cultures;
awareness of his own view of the world and the fact that his thinking is culturally determined, and not just the conviction that his worldview and understanding is natural.
The interconnected formation of all components of communicative competence provides:
1. Development of communication skills(along with the development of language knowledge and skills), namely:
The ability to orally carry out dialogic communication in standard situations within the framework of educational, labor, everyday, cultural spheres of communication;
The ability to make brief oral monologues about oneself, one's surroundings, to convey the content of what has been read with direct reference to the text;
Ability to write and convey basic information, in particular, write a letter.
2. Development of general educational and special educational skills(ability to learn - to work with a book, textbook, reference literature, use translation).
3. Development of compensatory skills(the ability to get out of a difficult situation when there is a shortage of language means, for example, by paraphrasing, using a synonym).
4. education of schoolchildren, carried out through the development of personal relationships to the comprehended culture and the process of mastering this culture.
5. student development, carried out in the process of mastering the experience of creative, search activities, awareness of the phenomena of both their own and other reality, their commonality and differences.
6. Education by means of a foreign language
Thus, from a methodological point of view, communicative competence is a multifactorial, integrative whole that can be considered at different levels. The level approach to the consideration of communicative competence is now quite widespread in the methodological literature. Some researchers distinguish 10 levels, others 5-6.
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Levels of foreign language proficiency Common European Levels of Proficiency in a Foreign Language: When developing the European system of levels, extensive studies were carried out in different countries, assessment methods were tested in practice. As a result, an agreement was reached on the issue of the number of levels allocated for organizing the process of learning the language and assessing the degree of proficiency in it. There are 6 major levels, which represent lower and higher sub-levels in the classic three-level system, which includes basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins with the division of the level system into three major levels - A, B and C: The introduction of a pan-European system of language proficiency levels does not limit the ability of various pedagogical teams to develop and describe their own system of levels and modules of education. However, the use of standardized categories in the description of one's own programs contributes to the transparency of courses, and the development of objective criteria for assessing the level of language proficiency will ensure recognition of the qualifications obtained by students in examinations. It can also be expected that over time the system of levels and the wording of the descriptors will change as experience accumulates in the countries participating in the project. Russian levels of foreign language proficiency: |
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I. Beginning level in mastering listening, speaking, reading, writing. Beginner level. |
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II. Middle level. The level of elementary communicative competence. |
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III. Advanced level. Level of advanced communicative competence. |
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IV. High level of communicative competence (within the framework of general secondary education) |
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V. Professionally sufficient level. |
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VI. A high level approaching the communicative competence of an educated native speaker. |
The first three levels of communicative competence can be achieved in schools of a general type with adequate organization of education (focus on this teacher, students). The fourth level can be achieved in schools with in-depth study of a foreign language, in linguistic gymnasiums. The fifth level correlates to a greater extent with education at non-linguistic levels, the sixth - with education in language universities and the training of specialists in the field of a foreign language - teachers, translators.
Let us characterize the first three levels that can be correlated with the basic course of study.
The first level is beginner level. It is characterized by the development of initial skills in the main types of foreign language speech activity (listening, speaking, reading, writing) on the basis of initial language and regional knowledge and skills.
The second level is the level of elementary communicative competence. It involves the development of the ability and readiness to communicate orally with a native speaker in a limited number of standard communication situations, achieving mutual understanding in general, as well as to extract information from a lightweight oral and written text, to write a letter.
The third level is the level of advanced communicative competence. It allows you to practically use a foreign language in relatively natural conditions of communication without significant restrictions (occurring at the previous stage), for example, to read simple authentic texts, to be able to communicate with a native speaker in non-standard communication situations.
Within the framework of the basic course, the student goes from the initial communicative competence in speaking, reading, listening, writing to elementary communicative and, preferably, to advanced communicative competence. But since the abilities and capabilities of schoolchildren and the learning conditions are different, not everyone manages to achieve advanced communicative competence in all types of speech activity. This is most difficult to achieve in relation to oral speech (listening, speaking) and writing, because the volume of a productive vocabulary and the volume of productive speech practice in the current learning environment is insufficient. In relation to reading (with the correct formulation of the case) - this is much more realistic. That is why the temporary state educational standard allows for asymmetry in the level of development of target speech skills in the basic course, i.e. the student must at least achieve elementary communicative competence in speaking, listening, writing and advanced communicative competence in reading.
Faculty of Additional Education
FGBOU VPO UlGPU them. I.N. Ulyanova
Chairmethods of humanitarian and multicultural education
Graduation work
on this topic"Formation of communicative competence in intercultural communication among students in English lessons
and outside school hours.
Work completed:
Sadertdinova Alfiya Nailovna
student of INO-1 group courses,
English teacher
Edwards No. 90"
Ulyanovsk
Reviewer:
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_____________________
_____________________
Ulyanovsk
2016
Content
Plan 3
4-10
11-23
24-27
4. Conclusion. 28
5. Bibliography 29
6. Application 30-32
Plan
1. Formation of the communicative competence of students.
1.1. Federal state educational standard about
the place of the English language course in the curriculum.
1.2.Expected results.
2. On communicative motivation and applied technologies for the formation of students' communicative competence.
2.2. Information and communication technologies.
2.3. Internet as an information system
2.4. project method.
2.5. Games and songs.
3. Extracurricular work as a means of activating the process of forming communicative competencies.
3.1. Elective courses.
3.2. Circle work.
3.3.Olympics, competitions.
4. Conclusion.
1. Formation of the communicative competence of students.
1.1. Federal state educational standard on the place of the course "English" in the curriculum.
According toThe Federal State Educational Standard "English" as an academic subject, along with the native language and literature, is included in the educational field "Philology", laying the foundations of philological education and forming the communicative culture of the student. The basic curriculum (educational) plan for learning English in each grade of primary and secondary school allocates 3 hours per week.
Modern principles of communicative teaching of English require taking into account the relevant didactic principles of "accessibility", "age and individual characteristics of students", "consistency and systematicity in teaching". In my work, I am guided by the provisions that are typical for communicative teaching to communicate in English: on the communicative orientation of teaching all types of speech activity and language means, on stimulating the speech and thinking activity of students, on the individualization of learning, on the situational organization of the process, on the novelty and informativeness of the educational process.
English lessons are fertile ground for the formation of meta-subject universal educational activities. Russian language, literature, history, geography, fine arts, music, biology, physics are subjects whose content is to some extent reflected in the subject of the English language program. The practice of my work included integrated lessons with computer science. Consequently, the use of knowledge of information and computer technology is dictated by life. There is a lot of geography in the classroom. This is the geographical location of the United Kingdom of Great Britain, the capital, the population of the country, etc. The formation of a common idea of the world as a multifaceted community, a respectful attitude towards a different culture is impossible without world fiction. The study of the formation of an understanding of the integrity of the world and the diversity of views on it, the formation of the foundations of Russian civic identity, a sense of pride in the Motherland, people, history, awareness of one's national identity is impossible without integration with history. The issues of environmental education are further reflected in the English lessons when studying the topic "Animals", "Our planet" and a number of other topics. And in turn, the knowledge gained in the English lessons on regional studies and the history of the language is applied in the lessons of geography, history, Russian language, literature and the same biology.
At the Russian language lessons, when performing exercises, English-language texts are used, the use of borrowed English words.
Since recent years have shown a significant increase in interest in the English language as a means of international communication. English is recognized as the lingua franca of professional communication in various fields, and the advent of computers has put the use of English in a special position with other languages, so I am working on the task of maintaining a constant, sustainable cognitive interest in the subject.
Taking into account the psychological features of the development of perception, attention, memory, imagination and thinking of students in the 5th, 6th grade, in the educational process I give a large place to game forms of work that develop logical thinking, emotions, activity, imagination, conjecture.
I am testing my own elements of the pedagogical technology of maintaining interest, which consist in the role and place of the emotional factor, the principle of conscious inclusion of feelings in the learning process, in this case, the material is mastered at the level of three spheres: emotional; cognitive; psychomotor. I practice elements of emotional influence in order to motivate, relieve tension and stiffness, stimulate cognitive and associative processes, and ultimately the speech activity of students. Humor and irony are encouraged. This form of work evokes in each student a lively emotional response and a desire to take a direct part.
Emotionally rich learning of the English language, in the holistic teaching of students, the English language is active in nature, which is ensured by the interaction of speech and non-speech actions, as well as movements, visual, auditory and kinesthetic representations. And in general, it successfully develops the cognitive interest and creative abilities of students.
In conditions Federal state educational standardI teach students to learn, to fully assimilate all the components of educational activities, I motivate them to work independently on mastering communicative competencies. I am deeply convinced that if a student is not internally motivated to master the language, then external motivation is unproductive. In daily classroom and extracurricular work, I set such tasks in organizing the activities of students that allow further successful specialized completion of education, makes it possible to carry out self-learning of the English language in several directions: maintaining and improving the achieved level of communicative competence.
I gradually carry out the formation of elements of self-control of students:
learn to understand and accept the control of the teacher;
learn to observe and analyze the educational activities of their classmates;
learn to carry out self-observation of their educational activities, analysis, adjustment and evaluation.
When forming communicative competencies, I am guided by the principles of feasibility and accessibility; what
gives a setting to control one of the aspects of the language: grammar, vocabulary, phonetics;
then I complicate the task by including two aspects in the control, and as a result, the control of students is directed not only to the language design, but also to the content of the product of speech activity. Here it is appropriate to mention reflection, when students evaluate each other's skills and activities in the lesson, and, of course, self-reflection, when a student evaluates his formed or not fully formed universal learning activities.
The formation of communicative universal educational activities is carried out both in class and after class, I treat with respect and conduct lessons in the traditional form, but I also use the following forms of non-traditional lessons, or non-traditional fragments in traditional lessons.
This is:
lesson - lecture ("Traditions and customs of holidays in Britain");
lesson - travel ("Traveling by various modes of transport");
video lesson ("Journey through English-speaking countries");
quiz lesson ("Entertaining grammar");
lesson-brain-ring ("Sights of London", "The political system of Great Britain");
Include lesson elements:
lesson - raffle
lesson-defense of the project ("Mass media")
lesson conference (“Education system in Russia, England, USA” with the participation of school graduates who had the opportunity to live and work in English-speaking countries);
lesson-heart-to-heart ("Conflict")
lesson-competition (“What do you know about Great Britain?”);
lesson - game ("Journey through the zoo");
test-lesson ("Plans for the future")
lesson-excursion (“Capitals: Moscow, London. Where are they located ....?”, “Secrets of the Tower”)
1.2. Expected results.
The federal state educational standard specifically prescribes what to expect from a graduate upon graduationIandIIlevels of education.
Personal results of graduates of the basic school, formed in the study of a foreign language:
formation of motivation for learning foreign languages and the desire for self-improvement in the educational field "Foreign language";
awareness of the possibilities of self-realization by means of a foreign language;
the desire to improve their own speech culture as a whole;
formation of communicative competence in intercultural and interethnic communication;
development of such qualities as will, purposefulness, creativity, initiative, empathy, diligence, discipline;
the formation of a general cultural and ethnic identity as components of a person's civic identity;
striving for a better understanding of the culture of their people and readiness to help representatives of other countries get acquainted with it; tolerant attitude towards manifestations of a different culture; awareness of oneself as a citizen of one's country and the world;
willingness to defend national and universal (humanistic, democratic) values, one's civic position.
Meta-subject results of learning a foreign language in basic school:
development of the ability to plan one's verbal and non-verbal behavior;
development of communicative competence, including the ability to interact with others, performing various social roles;
development of research educational activities, including the skills of working with information: search and selection of the necessary information, generalization and fixation of information;
development of semantic reading, including the ability to determine the topic, predict the content of the text by title / keywords, highlight the main idea, main facts, omitting secondary ones, establish a logical sequence of main facts;
implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activity in a foreign language.
Subject results of mastering the foreign language program by graduates of the basic school:
In the communicative sphere (i.e., knowledge of a foreign language as a means of communication).
Speech competence in the following types of speech activity:
speaking:
start, conduct / maintain and end various types of dialogues in standard communication situations, observing the norms of speech etiquette, if necessary, asking again, clarifying;
ask the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal within the studied topics and learned lexical and grammatical material;
talk about yourself, your family, friends, your interests and plans for the future;
provide brief information about your city / village, about your country and the countries of the language being studied;
describe events / phenomena, convey the main content, the main idea of what was read or heard, express one's attitude to what was read / heard, give a brief description of the characters;
listening:
perceive by ear and fully understand the speech of the teacher, classmates;
perceive by ear and understand the main content of simple authentic audio and video texts related to different communicative types of speech (message/story/interview);
perceive by ear and selectively understand based on a linguistic guess, the context of short, simple, authentic pragmatic audio and video texts, highlighting significant / necessary / necessary information;
reading:
read authentic texts of different genres and styles, mainly with an understanding of the main content;
read simple authentic texts of different genres and styles with complete and accurate understanding and using various methods of semantic processing of the text (linguistic guess, selective translation), as well as reference materials; be able to evaluate the information received, express their opinion;
read authentic texts with a selective understanding of relevant/necessary/interesting information;
written language:
fill out questionnaires and forms;
write congratulations, personal letters based on a sample using speech etiquette formulas adopted in the country / countries of the language being studied;
draw up a plan, abstracts of an oral or written communication; summarize the results of the project activities.
2. About communicative motivation and applied technologies for the formation of students' communicative competence.
2.1. Communicative motivation.
A well-known methodologist, author of the textbook "Happy English" V. Kuzovlev spoke about this at one time. Communicative motivation is connected, in my opinion, with the satisfaction students get from using the language as a means of communication. I believe that factors such as:
friendly atmosphere in the classroom;
positive emotional climate;
trusting relationship between teacher and students, as well as between students themselves. Long-term observations show that if the lesson is tense, students do not perceive the material at all, do not remember the lexical units introduced in the lesson. They go into a stupor. Along with communicative motivation, the intensification of the educational process contributes to the successful formation of communicative competence. As a rule, I choose the ways of intensifying training based on specific working conditions. One of these ways is to use methods of compacting foreign language lessons, which gives me the opportunity to increase the share of individual participation of each student in foreign language communication.
It is clear that in the process of listening, reading (to oneself), writing, all students can simultaneously participate. It is more difficult, in my opinion, to organize the simultaneous speaking of students in the lesson. Choir practice usually involves speaking rather than speaking. Computers in this case - a huge help. Pupils, performing exercises, (individually) such as: “finish the phrase”, “finish the dialogue”, the cue forms communication skills.
I am convinced that the practice of intensive teaching of a foreign language according to the method of activating the individual and the team, i.e. the use of interactive forms proved the possibility of simultaneous participation of students in foreign language communication.
So, the whole group, following me, asks questions to one of their comrades, for example, a student on duty, expresses agreement, disagreement with something, expresses agreement about something, etc. I try to pay special attention to the simultaneous collective work of students in small groups - in pairs, triplets, fours; individually at the computer.
I would like to highlight the simultaneous pair work. The easiest way to organize it, in my opinion, is to do exercises with a desk mate. Often in such work I use supports, for example, substitution tables with a speech task, structural diagrams of a dialogue, dialogues with a broken order of remarks.
To perform exercises in threes or fours, I seat students three or four people per desk, or students turn to face the students sitting at the next desk. In triplets or quadruples, students act out, for example, situations of acquaintance, the situation “Tourist in London”, “Me and my neighbor”, i.e. everyone plays a role, while one of them can act as a reporter and interview "athletes", "artists" and so on. Such exercises, as a rule, end with a debriefing: one of the students in a small group tells the teacher and the class who he met, what he learned about those with whom he talked, etc.
I am convinced that the following tasks contribute to the formation of communicative competence:
draw up a plan of the text, express the main ideas according to the plan;
dramatize part of the text;
determine the correspondence of what was said to what is contained in the text;
highlight the main idea of the text, express your attitude to the text and the problem reflected in it;
characterize the characters of the text, evaluate their actions and thoughts, agree or disagree with the opinion of classmates;
make up your own statement based on what you read, heard.
2.2. Information and communication technologies.
As work experience shows, for an effective, efficient organization of the educational process and extracurricular activities, the teacher needs to have in his arsenal a wide range of technologies for the formation of communicative universal educational activities. When planning each lesson, it is necessary to provide for the use of those technologies that will help to model the main features of the real communication process.
The wide development of information and communication technologies and their penetration into all spheres of society is a global trend in the world development of the last decade. Information and communication technologies are a whole world of limitless possibilities that can be effectively used in teaching foreign languages.
The activity approach in teaching a foreign language using information technology contributes to the development of students' self-esteem, creates a comfortable interactive learning environment, increases students' motivation and activity, helps to intensify and individualize learning, and creates conditions for independent work. I am pleased to state that the computer room connected to the Internet provides invaluable assistance to me in preparing and conducting lessons. Access to the Internet has removed the problem of the lack of authentic multimedia resources necessary for the preparation and conduct of interesting and effective classes, taking into account modern trends in the development of the English language, regional realities and the requirements for educational material in the context of the new content of education. The information received on the Internet can be used both for preparing a lesson and as an illustration and teaching material in the classroom. The Internet creates a virtual socio-cultural and linguistic environment, makes it possible to virtually visit a particular country, provides an opportunity to participate in various projects, including foreign ones. In order to make the lesson as informative and visual as possible, knowledge of at least basic application programs is essential. Microsoft Power Point program - with the help of it, in English lessons, you can present country-specific materials, introduce new vocabulary, grammar rules, create materials for listening, etc. Working with a computer not only contributes to an increase in interest in learning, but also makes it possible to regulate the presentation of educational tasks according to the degree of difficulty, encouraging correct decisions. In addition, the computer allows you to completely eliminate one of the most important causes of a negative attitude to learning - failure due to a lack of understanding of the material or a problem in knowledge. It is this aspect that is provided by the authors of many computer training programs. The student is given the opportunity to use various reference manuals and dictionaries that can be called up on the screen with a single click on the mouse. Working on a computer, the student gets the opportunity to complete the solution of the problem, relying on the necessary help.
Multimedia technologies make it possible to create and reproduce software products, the main feature of which is interactive visualization - the effect of immersion in the learning environment and interaction with it. In multimedia teaching programs in English, various methodological techniques are used to familiarize, train and control the knowledge and skills of students.
The program “Professor Higgins. English without an accent. Sounds, words, phrases and sentences are perceived by students by ear and visually. Students have the opportunity to observe articulation movements on the computer screen and perceive the correct intonation by ear. At the same time, due to the rather high imitative abilities of students, the correct samples are imprinted in their memory. "Professor Higgins. English without an accent! is a complete phonetic, lexical and grammatical multimedia reference-simulator designed for those who (regardless of their initial level of knowledge) learn to understand colloquial speech and speak grammatically correctly, with good and distinct pronunciation. The training is based on comparing one's own pronunciation with the reference not only by ear, but also visually, according to the graphics on the monitor screen, which became possible thanks to original technologies for isolating and recognizing the sound parts of a word - phonemes. Program “Professor Higgins. English without an accent! compiled according to the principle “from simple to complex” (sounds, words, phrases, audio training, dictation, thematic dialogues, proverbs, tongue twisters, poems and stories), includes theoretical materials (rules, diagrams, explanatory examples), dictionaries (general dictionary and homonym dictionary) and user manual. Grammar teaching is based on interactive exercises. I successfully use the recordings of the Polyglot program in high school as part of an elective course.
The tasks of education modernization cannot be solved without the optimal implementation of information technologies in all its spheres. The use of information technology gives impetus to the development of new forms and content of traditional activities of students, which leads to their implementation at a higher level.
Properly organized work of students with a computer can contribute, in particular, to the growth of their cognitive and communicative interest, which in turn helps to activate and expand the opportunities for independent work of students in mastering the English language, both in the classroom and outside of school hours. The integrated use of information and communication, information and communication technologies in the educational process stimulates personal, intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future specialist should have.
In addition, the use of project and multimedia technologies is a practical implementation of an activity-based, student-oriented, interactive approach to learning. Multimedia technologies in combination with modern teaching methods make it possible to use in practice psychological and pedagogical developments that contribute to the disclosure, preservation and development of students' personal qualities. I believe that all these techniques help to instill interest in the subject, relieve the psychological burden when communicating in a foreign language. The success situation of each student, the smiles on their faces, the desire to attend classes - this, in my opinion, is the most important result of our lessons. Achievements of students are a joy for the teacher, who helped them grow socially and personally, mature.
2.3 Internet as an information system
Internet resources are an immense source of information that can be used by both the teacher and the students. With the correct organization of the educational process, in addition to communicative competence in all the variety of its components, students acquire information competence, which includes mastering new information technologies, understanding the range of their application, as well as a critical attitude to the disseminated information.
Using search engines (Google, Yahoo, Yandex, etc.), you can find a huge amount of information, including those related to the characteristics of the culture of the country of the language being studied. The teacher's task is to actively use the Internet resources in addition to using the teaching aids and audiovisual materials offered by the school, expanding their horizons and constantly bringing something new to their classes: these can be interesting and unusual facts about a foreign culture, authentic audio and video materials, interesting photographs, illustrations, lesson plans, workbooks, in general, everything that can increase students' interest in the culture of the country of the language being studied, help them take a fresh look at the culture of their country, and therefore increase their level of intercultural competence . In high school, students who are interested in further learning a foreign language and getting to know the culture of the country can successfully use Internet resources on their own.
In my work I use the Internet to form reading skills, improve writing skills, replenish students' vocabulary, and, most importantly, to form a sustainable motivation for students to learn a foreign (English) language. Students regularly collaborate with the online magazine "HIGHLIGHT". I can note that the work on the articles had a positive effect on improving the writing skills of students and significantly enriched their vocabulary. In addition, writing articles motivated students to work with dictionaries, which also had a huge impact on improving vocabulary skills. Articles from this electronic journal can also be used for the purpose of teaching reading, since articles written by peers are the most interesting for reading and perception. The topics are close to the students, and the language of the articles is as close as possible to their own knowledge.
Summing up, it can be noted that in the future the problem of the formation of intercultural competence of students will not go by the wayside. Every day there is a growing need for specialists who not only speak foreign languages, but are also ready to successfully interact with representatives of other cultures.
The formation of the foundations of intercultural competence of students is facilitated by the study of a foreign language at school, built on the principles of:
awareness by trainees of their own national culture and native language.
reliance on background knowledge, the socio-cultural background in the context of which the foreign language being studied functions.
shifting the emphasis in the process of teaching a foreign language from teaching to the activity of the student, shaping him as a creative person.
the use of modern technologies that ensure the actualization and development of personal qualities of schoolchildren.
The formation of intercultural competence of students by means of communication using the Internet will be productive if:
students get acquainted with the phenomenon of culture, about the types of relationships between cultures;
materials are used that: reflect important socially significant topics; are of interest for discussion in a specific group of students;
in the learning process, tasks are used aimed at the following: comparison, comparison, analysis and cultural reflection; performance of students as a representative of their native culture/country;
students develop a positive attitude towards representatives of the contacting culture;
the role of the teacher is expanded to assist students in understanding culture, cultural values and participants in intercultural dialogue.
Using Internet resources, a teacher can diversify classes by including songs and cartoons in a foreign language, authentic teaching aids. Thus, to give students the whole range of knowledge about the culture, customs and traditions of a foreign-speaking country.
Participating in an independent search for information on the Internet, in project work, students acquire computer skills, the ability to achieve their goals - an experience indispensable in the future.
2.4.Method of projects.
One of the ways to activate students in the process of teaching foreign languages is the project method, when the student independently plans, creates, defends his project, i.e. actively involved in the communication process. An educational project is a complex of search, research, calculation, graphic and other types of work performed by students on their own with the aim of practical or theoretical solution of a significant problem. Modern multimedia tools provide unique opportunities for teaching foreign languages. A multimedia presentation makes it possible to emotionally and figuratively present the material, transmitting sound, image, text.
The main objectives of the design methodology are:
1) self-expression and self-improvement of students, increasing the motivation for learning, the formation of cognitive interest;
2) the implementation in practice of the acquired skills and abilities, the development of speech, the ability to competently and reasonably present the material under study, to conduct debatable polemics;
3) demonstrate the level of culture, education, social maturity.
The project method helps to develop language and intellectual abilities, a steady interest in learning a language, and the need for self-education. Ultimately, it is expected to achieve communicative competence, i.e., a certain level of linguistic, regional, sociocultural knowledge, communication skills and speech skills that allow foreign language communication. The implementation of project and research methods in practice leads to a change in the position of the teacher. From a carrier of ready-made knowledge, he turns into an organizer of cognitive activity, from an authoritative source of information, the teacher becomes an accomplice in the research, creative cognitive process, a mentor, consultant, organizer of students' independent activities. Analyzing the application of the project method in a modern school, I believe that this is one of the most powerful incentives for motivating the study of foreign languages, the most creative type of activity, since all students are involved in the work on the project, regardless of their abilities and level of language training. They put into practice the acquired knowledge and formed speech skills and abilities, creatively rethinking and increasing.
In addition, the problematic nature and diversity of forms and types of this technology implies the presence of interdisciplinary connections, which allows the student to give a vivid idea of the world in which he lives, the relationship of phenomena and objects, mutual assistance, the diversity of material and artistic culture. The main emphasis is on the development of imaginative thinking, on understanding the cause-and-effect relationships and the logic of events, on self-realization and self-expression not only of students, but also of teachers. I use various types of projects in my work: creative, informational, practice-oriented, etc.
2.5. Games and songs.
According to the Concept of the subject "Foreign Language", the main tasks, the solution of which ensures the implementation of the social order, include the development of abilities to understand the culture, lifestyle and thoughts of other peoples; the ability to convey one's own thoughts and feelings in the process of communication. In my opinion, this provision can confirm such a type of activity in the classroom as working with a song. The song, being a short poetic work in a concise form, reveals a certain topic, carries a certain potential for the development of the socio-cultural competence of students. On the basis of working with a song, oral speech skills are developed, skills of listening to foreign speech are formed; conditions are created for the development of skills in using authentic musical materials, the improvement of linguistic, regional, socio-psychological and cultural knowledge, the formation of a positive attitude towards a foreign language and culture of another people, the development of ideas about the achievements of the English-speaking musical culture. An authentic song, being an important element of the language, deserves close attention and is one of the means of increasing interest both in the country of the language being studied and in the language itself. When selecting a song, some principles should be followed: the song should be authentic, should correspond to the age, interests, language level of the students and should correspond to the topics of the curricula. It must also be remembered that not only the lyrics of the song are of interest, but also the music itself, which can create a favorable creative atmosphere in the classroom, stimulate the imagination of students. So, in practice, I had a lesson on working with Celine Dion's song "A new day has come!". Singing songs, reading poetry, talking about yourself and your hobbies allow you to speak English freely and uninhibitedly. Holding holidays reveals talents in children, creativity, contributes to the formation of natural and fluent speech in English. The advantage of an interactive methodology when conducting extracurricular activities is effective, because students do not just memorize new material, but actively practice it. English acts as a means of joint exciting work.
3. Extracurricular work as a means of activating the process of forming communicative competencies.
3.1. Elective courses.
Today we talk a lot about the activity approach to learning, about the fact that a teacher should not put knowledge into the minds of his students, but should teach them to build an associative array, develop confidence and freedom in communication. I believe that this can be achieved using interactive learning both in class and out of class.
For many years I have been involved in the development of developing and elective courses in foreign languages. One of these courses is "Reading and translating authentic texts" in 10th and 11th grades. Students are not limited to reading and translating only texts. Students prepare reports about certain writers of English-speaking countries, whose works we get acquainted with. This is Dickens Ch., Geskell E., Voynich E., Likkok E., Maugham S., E. Poe and others. Authentic texts for reading (and reading differs in the degree of information extraction from the text: reading with an understanding of the main content (acquaintance, studying reading, viewing reading) contribute to mastering communication skills, communicative competence). High school students are easily included in the conversation, freely talk about the fate of the author, state the content of what they have read. Observations show that students, retelling the content of what they read, make many mistakes when coordinating tenses. In the elective course, much attention is paid to listening. A lot of exercises are done, understanding of what they have heard is demonstrated, thus communicative competencies are formed.
3.2. Circle work.
For several years I led the "History of Aviation in English" circle for students in grades 5-11. The Lyceum Museum of the History of Aviation presents expositions related to aircraft construction and aviation. Students study information in Russian, translate it into English and present information on excursions organized at the Lyceum for students and guests. Such classes using local history, regional studies material, as well as various forms of work contribute to the creation of a stable, deep interest in the subject, without which it is impossible to successfully master foreign languages.
In the work of circles, the English language performs a natural function - it serves as a means of communication, a means of obtaining new, interesting information, deepens linguistic and cultural knowledge. Students develop communicative and intercultural competence. Kruzhkovtsy are those guys who are motivated for additional classes, meetings with a teacher in order to activate communication skills. Circle work attracts children by the fact that they have a unique opportunity to communicate with each other in a foreign language, naturally demonstrate the applied nature of the studied subject.
In a word, a circle is a reserve of time for the full and deep implementation of the task of forming communicative competencies.
3.3.Olympics, competitions.
Participation in creative competitions helps the teacher to increase the motivation for learning through the activation of the cognitive abilities of students. And as the next stage of creative competitions for children - involvement in subject Olympiads.
Of course, one of the positive aspects of the work done is the improvement of the professional communicative competence of students in the process of research work. Over the years of working with gifted children, I can note the following pattern: a child whom the teacher “raises” for subsequent participation in subject Olympiads, over time, is so ahead of his peers and, in terms of the quality and volume of knowledge of the English language, chooses English for passing the exam. English also influences further socialization.
4. Conclusion.
Thus, the integrated use of all the above technologies in the educational process stimulates personal, intellectual activity, develops cognitive processes, and contributes to the formation of communicative competencies that a graduate of a general education school should have.
I believe that all these techniques help to instill interest in the subject, relieve the psychological burden when communicating in a foreign language. The success situation of each student, the smiles on their faces, the desire to attend classes - this, in my opinion, is the most important result of our lessons.
And the achievements of our students are a joy for the teacher, who helped them grow socially and personally, mature.
5. Bibliography.
1. Federal Law "On Education in the Russian Federation".
2. Exemplary programs for academic subjects. English language. 5-9 grades. - 3rd ed. - M .: Education, 2011. - 144 p. (Standards of the second generation).
3. Decree of the Ministry of Education of the Ulyanovsk region of 27.06.2011. No. 07-R "On approval of the regional basic plan and exemplary curricula of educational institutions of the Ulyanovsk region implementing general education programs"
4. Decree of the Ministry of Education of the Ulyanovsk Region dated January 31, 2012, No. 320-R “On the Introduction of the Federal Educational Standard for Basic General Education in General Educational Institutions of the Ulyanovsk Region”
Information letter on the English language textbooks included in the Federal List 2012-2013 for grades 5-9
Bogolyubova, N. M. Intercultural communication and international cultural exchange: textbook / N. M. Bogolyubova, Yu. V. Nikolaeva. - St. Petersburg: SPbKO, 2009. - 413 p.
Narolina, V.I. Training a specialist for intercultural communication [Text] // Higher education in Russia. No. 1. 2009. - S. 124-128
Shulzhenko, T. V. Problems of intercultural communication = Intercultural communication: textbook / T. V. Shulzhenko, M. A. Kiseleva; Federal Agency for Education, St. Petersburg State. Electrotechnical University "LETI". - St. Petersburg: SPbGETU "LETI", 2006. - 74 p.
Selevko G. V. Competences and their classification. Narodnoe obrazovanie. - 2004. - No. 4. - S. 138-143.
Sokolov, A. V. General theory of social communication / A. V. Sokolov. - St. Petersburg. : Publishing House of Mikhailov V.A., 2002. - 461 p.
11. “English with pleasure” / “Enjoy English” Author's program of the course (grades 2-11)M. Z. Biboletova, N. N. Trubaneva.
12. Internet
6. Application
Modern multimedia tools provide unique opportunities for teaching foreign languages. Multimedia technologies in combination with modern teaching methods make it possible to use in practice psychological and pedagogical developments that contribute to the disclosure, preservation and development of students' personal qualities.
In my lessons, I often use the possibilities of the Internet, not only for students to receive information, but also to post their information on various existing sites or sites created by them.
Below is a summary of the lesson, which worked out different types of activities using the Internet.
Abstract of the English lesson
Class : 7b
Subject: "World of Technology"
The purpose of the lesson: Development of cognitive and communicative activity of students with the help of the Internet.
Lesson objectives:
Teach students how to use the sitewww. rw6 ase. people. en .
Develop reading reading skills.
Learn to work in groups and summarize the content of the material.
Teach students to use technical vocabulary.
Lesson equipment:
Exhibits of the museum of technology,iPad, tablets, projector, screen, Internet.
During the classes.
Organizational moment (1-2 min.)
Good morning kids! I'm glad to see you! Sit down please. Today we have an unusual lesson, it takes place in the museum of 20th century technology. Year 10 students will tell you a little about some of the exhibits, I will invite you to take part in a technical project. You will learn about different technical devices, work in groups using the Internet.
Main part of the lesson
a) Speech exercises (1-2 min.)
Teacher: Have you ever been to this museum? Do you know where all these exhibits come from? What exhibits did you donate to the museum? Show and tell a little about them. Thank you guys. I think it's time to learn about the history and design of some devices. 10th grade students welcome!
b)10 minutes.
Presentation of material about projectors (demonstration of the operation of the old projector, a story about the history of its creation, mention of the new projector)
Can you search the internet and tell me when and by whom the first projector was made?
Presentation of material about computers (demonstration of old computers, a story from the history of computers)
Search the Internet and tell me when the first computer appeared and in which country?
Students search the Internet for an answer and answer the question.
Presentation of material about tape recorders (demonstration of the work of old models of tape recorders)
Find on the Internet who created the first tape recorder and where?
Students search the Internet for an answer and answer the question.
Introduction to the virtual museum website (12 min.)
Teacher: You listened to the stories about the various devices that we have in our museum. Do you know that there are such museums in other cities? For example, a few years ago we visited such a museum in Samara and brought some ideas to us. Recently I came across a virtual museum of old technology on the Internet. Now I will give you the address of this museum. Find this museum. What can you see there?
(Students name various devices from the site.) Now we will divide into groups of 3, 4 people. Your task is to choose a device, prepare a short story about it and find a similar device in our museum. You have 10 minutes. (Students work on the Internet.)
Group stories about devices (10-12 min.)
Group 1 - a story about the radio receiver "Riga - 102"
Group 2 - a story about the TV "Rainbow - 6"
Group 3 - a story about the reel-to-reel tape recorder "Romantic - 3"
Group 4 - a story about the video recorder "Electronic - 502 videos"
Placement of information about the museum on the website of the lyceum
Summing up the lesson (1-2 min.)
Teacher: Thank you for such interesting information. I think you deserve excellent marks. Today we have learned a lot about the technology of the last century. Your homework will also be creative: 1. Write a review about the virtual site and send it to my postal address, I will check it and we will send it to this museum. 2. Create a website project for our museum. I think that the computer science teacher will help us with this.
Thanks for the lesson, you are free. Goodbye.
UDC 378.147:378.016
FORMATION OF COMMUNICATIVE AND INTERCULTURAL COMPETENCES IN THE PROCESS OF TEACHING STUDENTS A FOREIGN LANGUAGE
A. P. Peresypkin L. V. Tsurikova N. L. Gusakova E. N. Bocharova
Belgorod State National Research University
e-mail: [email protected]
Communication is the most important of the concepts that describe the world of people. Perhaps the variety of functions and roles of communication in human existence determined the special status of this phenomenon. Based on the fact that the communicative function of communication between people has its own specifics, we adhere to the fact that communication is an intersubjective process in which there is not a simple movement of information, but at least an active exchange of it. At the same time, a common meaning is developed, and partners can influence each other. The effectiveness of communication is measured precisely by how successful this impact was.
Communicative influence as a result of information exchange is possible only when the communicator and the recipient have a single or similar system of codification and decodification.
Learning a language, both native and foreign, is nothing but a personal need that manifests itself in social interaction and communication. The success of communication is based not only on the speaker's desire to make contact, but also on the ability to adequately implement the speech intention. This activity depends on the degree of proficiency in language units and the ability to use them in specific situations of communication. However, knowledge of individual elements of the language in itself cannot be attributed to the concept of “language proficiency as a means of communication”. Through the possession of communicative competence, the unity of "language - speech" is achieved as a means (language) and a way of its implementation (speech).
Speech is a polymorphic activity, that is, in its various functional purposes it is presented in different forms: external, internal, monologue, dialogue, written, oral, etc. This is important for understanding the specifics of learning a foreign language. The main difference between "language" and "speech" is as follows, language is a system of conventional symbols, with the help of which combinations of sounds are transmitted that have certain meaning and meaning for people. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. The language is the same for all people using it, speech is individually unique. Speech expresses the psychology of a single person or a community of people for whom these features of speech are characteristic, the language reflects the psychology of the people for whom it is native, and not only living people, but also all others who lived before and spoke this language. language.
The article describes various approaches and methods for the formation of intercultural communicative competence in teaching a foreign language. Particular attention is paid to teaching methods.
Key words: intercultural communication, competence, communication, learning, foreign language.
The native language, acting in the unity of the functions of communication and generalization, is, first of all, a means of "appropriating" social experience by a person, and only then, together with the performance of this function, is a means of expressing his own thoughts. By assimilating the native language, a person "appropriates" the instrument of cognition of reality. In this process, naturally, his specifically human cognitive, communicative ones are satisfied and formed; and other social needs.
A foreign language has some features in comparison with other subjects. Mastering a foreign language does not give a person direct knowledge of reality.
Language is a means of expressing thoughts about objective reality, properties, the laws of which are the subject of other disciplines. Language in this sense is "non-objective", and it is difficult to teach a "non-objective" academic discipline. The specificity of a foreign language as an academic subject also lies in its infinity and dimensionlessness. Indeed, if we compare a foreign language with any other subject, then each of them has certain thematic sections, having mastered the knowledge of which, the student is satisfied. When learning a foreign language, a student cannot know only the “gerund” section without knowing the “tenses” section, etc. He must know everything. But no one knows how much "everything" is! In this sense, language as an academic subject is "unlimited".
A feature of the phenomenon of language, in general, and as an educational subject, in particular, is its heterogeneity. Language in the broad sense of the word includes a number of other phenomena, for example, "language system", "language ability", etc.
De Saussure, as you know, spoke about language as a speech, global activity of a speaking collective and an individual, and language as a sign system. Both of these manifestations of speech activity are realized in speech. Speech, according to De Saussure, "is an act of the individual, realizing his ability through a social condition." The speech activity of people, realizing their communication with each other, at the same time realizes their social and communicative activity.
The educational projects of the Council of Europe emphasize that the world needs a specialist who is ready to successfully and productively cooperate with people of different cultures, who is able to take responsibility, who owns new information technologies, oral and written communication, which is important in work and public life in order to be a full and active participant in a democratic society, civil peace.
Modern society needs pedagogy that forms stable components of the creative style of thinking in the individual, developing it intellectually and psychologically. The orientation of pedagogy towards the formation of the qualities of a creative personality in a future specialist should radically change the forms and principles of pedagogical activity in teaching a foreign language.
At present, language learning has acquired an applied character, while earlier it was relatively abstract and theorized.
According to N.V. Kopylova, one of the most serious and comprehensive methods of learning a foreign language is the linguosociocultural method, which involves an appeal to such a component as the social and cultural environment. Personality is a product of culture. Language, too. This method considers two aspects of communication - linguistic and intercultural. S. G. Ter-Minasova points out that animals also have language as a system of signs and a means of expressing emotions and moods. What makes speech "human"? Today, language is "not just a vocabulary, but a way for a person to express himself". It serves for "the purposes of communication and is able to express the totality of knowledge and ideas of a person about the world" .
According to representatives of the linguo-socio-cultural method, language is “a powerful social tool that forms a human flow into an ethnic group, forming a nation through the storage and transmission of culture, traditions, public self-consciousness of a given speech.
complex. With this approach to language, intercultural communication is understood, first of all, as "an adequate mutual understanding of two, interlocutors or people exchanging information, belonging to different national cultures." Then their language becomes "a sign that its speakers belong to a certain society." M. Hyde believes that the formation of intercultural communicative competence will require a set of skills to vary language means depending on communication situations, speech etiquette, rules of politeness, requirements for choosing a topic of conversation, etc.
In this sense, intercultural communicative competence should be specially formed, to which the studies of I. I. Khaleeva, E. F. Tarasov, V. P. Furmanova, V. D. Muller and others are devoted.
Communicative competence is understood as an adequate interpretation of the communicative intention of the interlocutor, as the willingness and ability to join through social communication to “recognize” and understand the semantic and pragmatic features of a member of another linguistic community, to comprehend “the picture of the world of a different social community,” I. I. Khaleeva believes. Thus, for the successful implementation of intercultural communication, it is necessary to master not only the language, but also the conceptual system, which includes ideas, skills, values, and norms, both special and everyday socio-cultural areas, including knowledge of the norms and rules of communication.
The communicative method is widely used in teaching foreign languages, based on the principles of authenticity of communication, interactivity, language learning in a cultural context and humanization of learning. At the same time, the first principle assumes that the development of communicative competence is the ultimate goal of teaching foreign languages and implies learning to freely navigate in a foreign language environment and the ability to respond adequately in various situations of communication. The essence of the principle of authenticity is to create real situations during training that would stimulate the study of the material and contribute to adequate behavior. The principle of interactivity implies the presence of true cooperation, where the main emphasis is on the development of communication skills and group work. According to the third principle, communicativeness is the introduction of a person to the spiritual values of other cultures through personal communication. In real language practice, this feature is realized in the development of linguistic and cultural knowledge and skills. The communicative method is designed, first of all, to remove the fear of communication. A person armed with a standard set of grammatical structures and a vocabulary of 600-1000 words will easily find a common language in an unfamiliar country.
In order to expand the understanding of modern experience in teaching English, the approach of foreign colleagues is interesting. Thus, British methods are developed on the basis of the integration of traditional and modern teaching methods. Differentiation by age groups and a multi-level approach provide an opportunity for the development of an individual human personality, influence its worldview, value system, self-identification, and ability to think. The focus is on an individual approach. Without exception, all British methods are aimed at developing four language skills: reading, writing, speaking and listening. At the same time, great emphasis is placed on the use of audio, video and interactive resources. Due to the variety of teaching methods, among which one of the leading places is occupied by language technologies, British courses contribute to the formation of the skills necessary for a person in modern business life (the ability to make a report, make presentations, correspond, etc.). The undeniable "pluses" of British developers are the preparation of a course based on authentic material, great attention to style, the desire to teach "situational" and "live" English through "life" examples of semi-real characters.
At the present stage, intensive methods of teaching English are becoming especially popular. Intensification is considered in science in general terms as an increase in labor productivity without increasing the time spent. Intensification in the educational process may consist in increasing the amount of material being assimilated without increasing the time and effort of students and the teacher, in accelerating the time of assimilation. Great opportunities for the intensification of learning were laid in the theory of the systematic, stage-by-stage formation of mental actions (P. Ya. Galperin, N. F. Talyzina).
The formation of communicative competence of students in the process of learning a foreign language is one of the main tasks of education. On the one hand, it is associated with the development of thinking, which allows us to solve a number of specific practical problems: to understand the psychological content of actions, deeds and other external manifestations of a person, to predict possible ways of behavior of other people in the context of certain situations, to design expedient and reasonable ways of communicating with other people, think independently, understand the reasons for their own behavior, trust their feelings and express them openly. On the other hand, the formation of communicative competence is associated with the establishment of a balance between the intellectual and emotional sides of the personality.
The formation of communicative competence involves mastering the skills and abilities to adequately use a foreign language in a specific communication situation. A promising form of development of communicative competence in teaching a foreign language is the introduction of game and role-playing elements of learning.
One of the differences between the Federal State Educational Standards of the third generation, which ensures the further development of tiered higher professional education, taking into account the requirements of the labor market, is a pronounced competency-based nature.
The competence-based approach is directly related to the idea of comprehensive training and education of an individual not only as a specialist, a professional in his field, but also as an individual and a member of a team and society.
For the implementation of productive intercultural communication, based on taking into account its linguistic and psychological characteristics, a linguistic personality must have intercultural competence. This is a competence of a special nature. It is not identical to the communicative competence of a native speaker and can only be inherent in an intercultural communicant - a linguistic personality who, through the study of languages, has learned both the features of different cultures and the features of their (cultures) interaction. Intercultural competence is such an ability that allows a linguistic personality to go beyond their own culture and acquire the qualities of a mediator of cultures without losing their own cultural identity.
Intercultural competence has a complex structure and correlates with foreign language communicative competence in a very complex way. The formation of intercultural competence occurs not only in the intellectual and cognitive area, but also affects mental and emotional processes. This situation determines the integrated nature of tasks aimed at the formation and development of this type of competence. The effectiveness of tasks, in turn, is ensured by the use of specific principles for their creation and selection, taking into account both the features of the phenomenon of culture and the features of the phenomenon of intercultural communication. Therefore, it can be assumed that the intercultural communication of the bearers of Russian culture in a foreign language will meet the demands and needs of the current stage of social development to a greater extent, if it is regulated by the intercultural competence of individuals.
The phenomenon of intercultural communication is fundamentally different from communication at the level of individuals and social groups belonging to the same culture.
a natural community, and its regularities should be taken into account in the process of teaching foreign languages.
Consequently, the effective formation of intercultural competence in the process of teaching foreign languages is ensured by a teaching methodology that takes into account the special nature of this kind of competence, as well as the features of its structure and the specific principles of its formation.
The process of formation of intercultural competence should be carried out taking into account the fact that for a student of a foreign language it correlates with his communicative competence, introducing an intercultural dimension into its aspects, but at the same time having its own components that are not included in the communicative competence.
Since teaching intercultural competence involves comparing two cultures - one's own and another's - the teacher must be able to teach how to represent their country in a foreign language, or be able to "introduce themselves" in the broad sense of the word. Comparison of these two elements is only possible if both of them are well known. However, educational practice has shown that in the minds of students the second element (socio-cultural information about their country) turns out to be a collection of unclear and not always correct ideas, inaccurate facts or their absence, and inconsistency of opinions. At the same time, the teacher also lacks selected illustrative, including statistical, socio-cultural information. In this situation, the teacher is faced with an applied problem: searching, selecting and systematizing documents containing socio-cultural information about their country for its presentation in the form of exercises, tables, texts, and various tasks.
Obviously, in the interpersonal plane, the training of intercultural communication acts as a pedagogical problem, the solution of which is possible only when the teacher enters into partnership relations with the students, the need to create which has the following reasons:
Interpersonal communication always has barriers to overcome in the form of different types of personality, different cultural baggage, therefore, in the course of communication, conflicts may arise, which the teacher must help resolve, controlling the situation, being ready to withstand any kind of risk;
The teacher runs the risk of revealing his ignorance of any issues, and the solution to this problem often becomes possible only together with the students, who are carriers of knowledge and have the practice of communicating in their native language;
Communication will always be a source of problematic questions in professional terms, to which even an experienced teacher cannot give an exhaustive, convincing and unambiguous answer.
In this situation, such a practical activity of the teacher will be correct when, thanks to critical observation, he will be able to identify the problem and try to solve it in cooperation with the students.
In conclusion, we note that, in the course of organizing the process of teaching students of intercultural competence universities, the teacher must also take into account the following features:
The thematic content of the learning process has a pronounced two-sided character, namely: knowledge and comparison of two cultures (one's own and another's);
For didactic support of training, the teacher must have the skills of a documentary filmmaker and know the techniques of applied linguistics;
The teacher, who in the learning process will fulfill the role of an intercultural mediator, must manifest himself as a person who implements partnership relations with the students.
Thus, it is obvious that in order to integrate students of Russian universities into the process of academic mobility, it is necessary to rethink approaches to teaching.
teaching a foreign language at a university, with an increased focus on the formation of intercultural competence in the learning process.
Bibliography
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DEVELOPMENT OF COMMUNICATIONAL AND CROSS-CULTURAL COMPETENCE IN TERMS OF TEACHING FOREIGN LANGUAGES FOR STUDENTS
A. P. Peresypkn L. V. Tsurikova N. L. Gusakova E. N. Bocharova
Belgorod National Research University
The article describes various approaches and methods of formation of cross-cultural communicational competence in teaching foreign languages. Particular attention is focused on teaching methods.
Key words: cross-cultural communication, competence, teaching, foreign languages.
N.A. Omboeva
Formation of intercultural communicative competence
in the process of learning a foreign language
Modern society is interested in strengthening international cooperation as one of the conditions for the formation of mutual understanding and harmony in the world. In this regard, the role of studying foreign languages is growing both in the world and in Russia. Important circumstances that testify in favor of the demand for foreign languages include changes in the economic and political spheres of life, the entry of our country into the world educational and information space, and interstate integration in the field of education. Knowledge of a foreign language is one of the important indicators of modern education, modern life.
The current geo-economic and geo-cultural situation force a person to be able to coexist in a common life world. This means being able to build a mutually beneficial dialogue with all subjects of a common living space, be able to establish humanitarian and intercultural communication between the cultures of different peoples. An important role in this process is played by the language, with the help of which it becomes possible to establish mutual understanding and interaction between representatives of various linguistic and ethnic communities, and to solve the problem of intercultural communication.
Issues related to the theory of intercultural communication, IC in the system of modern foreign language education, with promising ways of its formation at various stages of learning a foreign language, are considered in the scientific research of V. I. Zagvyazinsky, O. A. Leontovich,
R. P. Milruda, I. L. Pluzhnik, E. I. Passova, V. V. Safonova et al. to intercultural communicative competence of students.
Competence is understood as the ability to creatively perform activities on the basis of formed motives, personal qualities, the ability to use normatively acceptable patterns of behavior in the professional field. Mastery of competence creates the basis for the development of professionalism and mastery.
Communication is a socially conditioned process of transferring information and exchanging thoughts and feelings between people in various fields of cognitive, labor and creative activity. Although the concept of "communication" can be considered as a synonym for the concept of "communication", but communication is wider than communication. Communication is oral-speech verbal and non-verbal interaction, implemented in practical activities. Revealing the essence of the concept of “intercultural communicative competence”, O. A. Leontovich emphasizes that intercultural competence “is a conglomerate of three components: linguistic, communicative and cultural competence. We share the statement
O. A. Leontovich about the formation of a qualitatively new whole, “which has its own characteristics, different from each of the components taken separately. Language competence is responsible for the correct choice of language means that are adequate for the communication situation; communicative competence includes the mechanisms, techniques and strategies necessary to ensure an effective communication process; the concept of cultural competence coincides with the concept of cultural literacy and involves knowledge of political realities, phraseological units, terms, dialectisms, etc. The essence of intercultural communicative competence is defined more specifically by I. L. Pluzhnik: “... it (ICC) is a functional ability to understand the views and opinions of representatives of another culture, adjust their behavior, overcome conflicts in the process of communication, recognize the right to the existence of different values, norms of behavior ... ".
Let us define the range of directions for the formation of the ability for intercultural communicative competence in the conditions of teaching a foreign language in high school. These include:
multicultural direction (enrichment of one's culture by adopting another, readiness to master another culture): acceptance of new knowledge about a foreign culture for a deeper knowledge of one's own; respect for all cultures; vision in a foreign culture is not only and not so much what distinguishes us from each other, but what brings us together and unites; the ability to look at events and their participants not from their own point of view, but from the positions of another culture;
tolerance (focus on interaction, the ability to communicate without conflict): the ability to interact with people of a different culture based on their values, norms, ideas; the ability to adjust one's behavior in the process of communicating with a person of a different culture; lack of rigidity in behavior; the ability to empathize, responding to emotions, experiences of carriers of a foreign culture; feel and understand people's moods;
behavioral direction (sociability of behavior): adequate behavior adopted in business professional areas; finding constructive compromises; the ability to make contact and maintain it;
linguo-socio-cultural direction (the use of linguistic means of the language in accordance with the cultural norms of the language in the professional field of activity): the ability to exchange opinions; the ability to actively listen based on the repetition of what has been said, to summarize, to confirm attention to the interlocutor; ask questions that lead to clarification.
The task of forming the ability for intercultural communicative competence is carried out in the process of speech interaction: listening, reading, speaking, writing both in the classroom and in extracurricular work with students.
Consider the principles and approaches underlying the formation of the ability to intercultural communicative competence.
Let's look at the following:
awareness by trainees of their own national culture and native language; to this end, the combination of a communicative-activity approach with a sociocultural one, which makes it possible to form not only specific cultural ideas about the countries of the languages being studied, peoples and communities, but also to stimulate the knowledge of cultural material about the native country, to develop the representation of the native culture in a foreign language in a foreign language environment, in conditions of intercultural communication;
reliance on background knowledge, the sociocultural background in the context of which the foreign language being studied functions, because for adequate intercultural communication with native speakers, background knowledge is needed that plays a certain role in the use of the language and thereby affects the foreign language communication competence of students;
teaching linguistic interaction in the context of a dialogue of cultures, which involves expanding the range of cultures and civilizations, awareness of “learners themselves as cultural and historical subjects who are carriers and exponents of not one, but a number of interrelated cultures, in order to prepare them to play the role of a subject of a dialogue of cultures in society ... ";
humanistic psychologization of the learning environment, understood as the promotion of the student as a subject of intercultural communication and as a subject of the language educational process and allows us to talk about a shift in the emphasis in the process of teaching a foreign language from teaching to the activity of the student, shaping him as a creative person;
the interactive nature of the students' activities, which involves the use of modern technologies that ensure the actualization and development of the personal qualities of schoolchildren (teaching in collaboration, project method, information technology (Internet), distance learning based on computer telecommunications); a differentiated approach to students, putting them in a situation of choice, encouraging independence and activity, development of reflection.
The interactive nature of the activity of students in the classroom in a foreign language is due to the creation of educational and speech situations that encourage students to need foreign speech communication in conditions similar to natural ones. The learning-speech situation is defined as a set of speech conditions necessary for the student to correctly perform the speech action in accordance with the intended communicative task. Situations can be constructed on the basis of foreign texts being studied and considered in connection with work on them, or they can be created outside of texts and included in classes as exercises for the development of educational and speech activity. The speech situation allows, on the basis of the topic, to determine the relevance of speech activity, to ensure its communicative motivation; identify aspects of communicative communication through modeling conditions (agree - disagree, doubt - approval, unambiguous statement - free discussion, obstacles to the implementation of the action - the ability to implement it, etc.); on the basis of the structural components of the speech situation (formulation of communicative tasks) to have an impact that encourages communication, the intention to express.
The system of speech motives presented by V. L. Skalkin, which determine the need for communication, makes it possible to single out the most significant motivational-target components that contribute to the formation of the ability for intercultural communicative competence; change or reinforce someone's views or motivations; stimulate someone's action, deed; solve the problem through discussion, discussion; express your attitude to any event, phenomenon, judgments, etc.
The content of speech in various public spheres of activity (household, business, public, industrial, etc.) is determined by the topic (subject) of the message.
As part of solving the problem of forming the ability for intercultural communicative competence, we will consider exemplary situations that bring students closer to the possibility of establishing contacts with native speakers.
1) The situation of a business meeting with native speakers in connection with the discussion of a plan for joint work in any area, the acceptance of obligations to conclude possible contracts, etc. The following speech intentions are possible: to make you feel your interest in the nature of the conversation; support the judgment of foreign-language partners on the issue under discussion; define (express) your point of view; express disagreement with the position of native speakers, want to refute it; find a compromise solution to the issue; let you feel your satisfaction with the nature of the conversation, its progress and the results.
2) The situation of meeting with business partners at an exhibition-presentation of new equipment in some area of production, supply of equipment, various drugs created by domestic associations. We use such speech intentions as: to express the desire to interest native speakers in the acquisition of any exhibition objects; give an opportunity to feel your desire for a positive outcome of the meeting; encourage to evaluate what is presented at the exhibition; to offer a more reasoned justification for their point of view; ask at a slow pace to repeat what was said, ask the meaning of some words or expressions that you do not understand; give the opposite side the opportunity to feel firm in defending your position in some aspects of your problem; to give you the opportunity to feel your incomplete satisfaction from the intention of native speakers to postpone the final negotiations to a later date; express willingness to compromise; thank native speakers for their active participation in the exhibition - presentation.
3) The situation of staying in a foreign-speaking family on the basis of an exchange. Speech intentions that encourage communication: you want to express admiration for the welcome you received, the hospitality of the hosts, the beauty of the interior of the house and the landscape around you; ask for indulgence for insufficient command of the language, take this into account in the dialogue; disagree with comments about some of your manners that do not meet the etiquette of the country of native speakers; your reaction if you consider yourself hurt by some remark about you by one of your family members (peers); seek to show interest in the statements of the owners, their information about the sights of the city; your reaction if you have no desire to participate in the inspection of some memorable places; want to interest your city, native places, your family, its customs, traditions; you are not surprised by something that, from the point of view of the owners, is important, deserves attention; your behavior, the nature of your statements, if you do not share the emotional feelings of the owners; you want your communication to be fixed in the future, to bring satisfaction to both parties.
Based on the structure of intercultural communicative competence and taking into account the principles on the basis of which the formation of functional skills is carried out, allowing to adequately assess the communicative situation and realize the communicative intention, we will determine the pedagogical conditions necessary to ensure an effective communication process.
These include:
the functioning of the pedagogical space through the creation and use of communicative situations that require the manifestation of a set of skills necessary for successful participation in intercultural communication;
motivational readiness of students to learn a foreign language, the components of which are purposefulness, activity, object-subject relations in the process of learning activities, individual psychological properties of a person that stimulate the ability to carry out intercultural communication with native speakers;
creation of a positive emotional climate in the entire spectrum of the educational field, contributing to the education of a person of culture, committed to universal values, who has absorbed the richness of the cultural heritage of the past of his people and the peoples of other countries, striving for mutual understanding with them and ready to carry out interpersonal and intercultural communication.
The development of the ability for intercultural communication competence leads to positive personal changes in students based on reflection, focus on comprehending the values of another culture, on deepening the sense of citizenship in the process of turning to their native culture and language.
Literature:
1. Leontovich O.A. International education on the basis of the Center for American Studies of the VSPU // Modernization of the content and methods of foreign language education as a priority in the context of continuous language education”: - Proc. reportIIregion scientific-pract. conference, Volgograd 17-18 Jan. 2003 Compiled by: S.A. Pyataeva, M.A. Zheleznyakov. - Volgograd: Change, 2003. - S-32-33.
2. Pluzhnik I.L. Formation of intercultural communicative competence of humanitarian students in the process of professional training”: Abstract of the thesis. doc. diss. - Tyumen. - 2003.
3. Safonova V.V. Cultural studies in the system of modern language education // Foreign languages at school. - 2001. - No. 3. - S. 17-24.
4. Skalkin V.P. Situation, theme and text in the linguo-methodological aspect // Russian language abroad. - 1983. - No. 3. - P.53.
1The article is devoted to the problem of formation of intercultural professional-communicative competence (IPCC) of students of non-linguistic specialties. This competence is considered as an important condition for the implementation of professional and scientific contacts of future graduates of non-linguistic universities at the international level. The integrated development of foreign language communicative competence (ICC) and intercultural communicative competence (ICC) is essential for the successful integration of modern specialists into the international scientific community. Despite the fact that ICC and ICC are not equivalent, only their combination can fully ensure the student's readiness and ability for successful foreign language intercultural interaction. MPCC, as a general goal of language training for a graduate of a non-linguistic university, has several private goals that make up its macro level: intracultural, foreign cultural and intercultural competencies. To achieve the stated goals, it is necessary to implement specific tasks aimed at the formation and development of such subcompetences as linguistic, sociolinguistic, sociocultural, strategic, discursive, social, self-educational, professional. As the study showed, the formation of MPCC is possible only on the basis of interdisciplinary learning, which more fully, in comparison with other learning models, reveals the problems of intercultural interaction that goes beyond the actual teaching of foreign language communication. The development of models for the formation of this competence, which will form the basis for the creation of teaching aids in a foreign language, will contribute to the organization of intercultural learning and the achievement of its main goal - to form intercultural professional and communicative competence among students of non-linguistic areas as a prerequisite for the successful implementation of professional and scientific contacts of future specialists at international level in the form of joint projects, scientific and cultural exchanges, seminars and other activities.
foreign language communicative competence
intercultural communicative competence
intercultural professional and communicative competence
intercultural education
1. Dikova E.S. The content and structure of intercultural professional communicative competence of students of a technical university // Philological Sciences. Questions of theory and practice. - Tambov: Diploma, 2013. - No. 2 (20). – P. 65–69.
2. Elizarova G.V. Culture and teaching foreign languages: a textbook for students of higher educational institutions - St. Petersburg: KARO, 2005. - 352 p.
3. Competences in education: design experience: Sat. scientific tr. / ed. A.V. Khutorsky. - M .: Scientific and innovative enterprise "INEK", 2007. - 327 p.
4. Redchenko N.N. Foreign language communication and problems of intercultural communication // Foreign language in the system of higher and secondary education: abstracts of reports. III International Scientific and Practical Conference October 1–2, 2013. – Prague: Vĕdecko vydavatelské centrum “Sociosféra-CZ”, 2013 – pp. 82–86.
5. Selyuzhitskaya L.N. Intercultural professional communicative competence as the goal of language training of a student of a non-linguistic university // Teaching foreign languages in the conditions of internationalization of education: abstracts of reports. International scientific-practical. conf. (Minsk, February 1–2, 2013). - Minsk: BSEU, 2013. - S. 97–98.
6. Stolyarova I.N. Linguodidactic foundations of a textbook of business intercultural communication for a language university (English): author. … cand. ped. Sciences. - Ulan-Ude, 2009. - 24 p.
Over the past two decades, there has been an increased interest in the cultural dimension in pedagogical theories of education, which has led to the emergence of a new modern theory - the theory of intercultural education. Currently, researchers do not question the importance of intercultural education for further progress made in the field of foreign language teaching methods. A sharp shift in emphasis from a multicultural paradigm towards an intercultural one is obvious and means that the main goal of modern language education is to change the role of such a factor as the diversity of languages and cultures, from a condition that impeded the development of intercultural dialogue between peoples, into a means of mutual understanding, enrichment and formation of a mixed identity of people, modern multicultural and multilingual mediators between different cultures.
In the 21st century, due to global processes, a multicultural person is gradually becoming the norm. Modern scientists have significantly rethought the potential of a foreign language in the education of a specialist in both linguistic and non-linguistic profiles. A foreign language began to be perceived as one of the most important tools by which students can master the culture of the country of the language being studied as an integral part of a single world culture; universal cultural values and form their own cultural self-determination and planetary thinking. (Dikova E.S., 2009; Evdokimova N.V., 2009; Elizarova G.V., 2005; Pluzhnik I.L., 2003; Safonova V.V., 1991, 1992, 2001, 2002; Sysoev P. V., 2001, 2003, 2009; Ter-Minasova S.G., 2000, 2004, 2008; Byram, 1997; Corbett, 2003; Kramsch, 1996; Liddicoat, 2003; McKay, 2005; Moran, 2001; Sercu, 2006 , Song, 2008; and others).
In this regard, one of the most important areas of reforming education today is the development of not only foreign language communicative, but also intercultural communicative competence of students, which involves the development of innovative pedagogical foundations for this process, adequate to the development trends of the domestic and international community. Intercultural communicative competence (ICC) is becoming one of the mandatory qualities necessary for a modern graduate of a non-linguistic university - a bachelor's and master's degree. It is the ICC that creates the basis for professional mobility, preparation for rapidly changing living conditions, introduces a specialist to the standards of world achievements, increases the possibilities of professional self-realization based on communication, empathy and tolerance.
Recently, research on the intercultural dimension has been predominantly carried out in the philological field (S.G. Ter-Minasova, 2000; O.A. Leontovich, 2003; N.N. Troshina, 2010), methods of teaching foreign languages (G.V. Elizarova, 2005; V.V. Safonova, 1991; P.V. Sysoev, 1999; I.I. Khaleeva, 1989), sociology (V.V. Kochetkov, 2000), in cultural studies (A.P. Grushevitskaya, V.D. Popkov, V. M. Sadokhin, 2005).
Despite the fact that a number of works have established and proved the influence of intercultural communication on personality development, on the formation of a secondary linguistic personality not only as a bilingual and bicognitive, but also as a bicultural one (I.I. Khaleeva), at the moment there are no holistic pedagogical studies, aimed at forming the readiness and ability of a graduate of non-linguistic specialties to implement foreign language intercultural communication in situations of professional communication.
The purpose of this article is to present the concept of the formation of intercultural professional-communicative competence (IPCC) of students of non-linguistic specialties in the process of teaching foreign languages, as a necessary condition for the organization of intercultural education. To achieve the stated goal, the following research methods were used:
- methods of theoretical knowledge: interdisciplinary analysis of scientific literature: works on linguodidactics, methods of teaching foreign languages, pedagogy and linguoculturology; comparison of different approaches to solving the problem of research, generalization and interpretation of the results of the analysis, modeling, methods of systematization, probabilistic forecasting;
- methods of empirical knowledge: analysis of educational and teaching materials; included observation; questioning; analysis of the results of students' activities; experiential learning.
In the scientific literature, the term “intercultural education” (Byram, 2001; Corrbett, 2003) is defined as a process, organic and dynamic, which ensures the development of intercultural dialogue between representatives of different cultures and as a result of which a complex set of different identities of interlocutors in different cultures is formed. The overall goal of intercultural education is to prepare students for successful professional cooperation in the modern multicultural world by means of a foreign language. To implement the tasks set in the modern methodology of teaching languages, the competence-based approach is generally recognized (Bim, 2007; Izarenkov, 1990; Safonova, 1996; Common European Framework, 2001; Savignon, 1997).
Competence is considered as a requirement for the preparation of a student, "expressed by a set of interrelated semantic orientations, knowledge, skills, abilities and experience of the student in relation to a certain range of objects of reality necessary for the implementation of personally and socially significant productive activity" . Based on the provisions of the competence approach, it is possible to determine its main didactic and methodological principles of teaching foreign language communication in non-linguistic universities: communication, intercultural, professional and self-educational orientation.
According to the principle of communicativeness, which implies the use of the language being studied for natural purposes and functions for communication or as close as possible to them, imitating them (Leontiev, 1986), the process of forming a foreign language communicative competence should model real or close to it communication in this language.
An integral part of the professional competence of a modern specialist is foreign language communicative competence (ICC). In the era of globalization, the inevitable integration of Russia into the European and international community increases the requirements for graduates in the field of mastering foreign languages, not only in interpersonal, but also in scientific and technical communication, which is the basis for the implementation of scientific and technical programs, the implementation of joint projects and scientific contacts, in which representatives from around the world participate. In this regard, the requirements for the content of the ICC are increasing.
ICC is a functional language ability, it is the expression, interpretation and discussion of meaning between two or more individuals belonging to the same or different speech communities, or between one individual and a written or oral test (S.J. Savignon, 1997). One cannot but agree with the opinion of G.V. Elizarova that the key concepts in this definition are “ability” and “discussion of meaning”, which are necessary conditions and the basis of intercultural communication.
In this regard, there is a need to address the issue of the relationship between communicative and intercultural approaches, which form the basis of modern methodological science and practice. The researchers note that there is a fundamental difference between these approaches to teaching a foreign language, since they are based on different goals and objectives. The communicative approach is focused on the formation of an ICC, which is modeled after the competence of native speakers, and the intercultural approach is aimed at the formation of a bicultural linguistic personality capable of intercultural communication.
In most cases, ICC and ICC are treated as distinct concepts. Although their relationship is beyond doubt, the question of the relationship between these two competencies is resolved ambiguously: either the ICC is treated as a component of the ICC, or these two competencies are considered as partially overlapping.
The principle of intercultural orientation implies the orientation of teaching foreign language communication to the formation of the ability to act as a mediator of cultures in foreign language intercultural communication. Giving an intercultural dimension to foreign language communicative competence is due to certain reasons. Although domestic and foreign researchers emphasize that ICC and ICC are not equivalent, but only their combination can fully ensure the student's readiness and ability for successful foreign language intercultural interaction. (Galskova, 2004; Elizarova, 2005; Bennet, 1993; Byram, 1997; Cramsch, 1998).
Singling out the intercultural aspect in each component of a person's foreign language communicative competence, scientists motivate this by the fact that the influence of culture on the processes of cognition and communication is obvious. And ICC is the ability based on knowledge and skills to carry out intercultural communication by creating a common meaning for the communicants of what is happening and, as a result, achieving a result of communication that is positive for both parties. .
As practice shows, the study of a foreign language in a non-linguistic university must be built taking into account the communicative features of the profile of a particular area of training and the needs of a student interested in obtaining new professional knowledge. The principle of professional orientation in teaching a foreign language acts as a means of learning a new area for students of foreign language communication and practical mastery of a foreign language (Dikova, 2013; Yazykova, 1991).
Recently, the allocation of a professional component in the content of the ICC has become significant for the process of preparing students of a technical university. ICC of a future graduate of a technical university, as E.S. Dikova must be professionally marked. In this regard, intercultural professional and communicative competence as the goal of teaching a foreign language to students of technical universities is qualified as “formed within limited limits (determined by the needs of the future professional, as well as by the conditions of training) the ability to intercultural communication with a colleague, a representative of a different culture, in the language of a partner in communication".
Thus, it makes sense to talk about the concept of the formation of intercultural professional and communicative competence (IPCC), which, in turn, is characterized by features at the level of its structural organization. In a number of recent studies (Dikova, 2013; Evdokimova, 2007; Nizkodubov, 2007; Pluzhnik, 2003; Selyuzhitskaya, 2013; Stolyarova, 2009), approaches to the structuring of this linguodidactic phenomenon are put forward and substantiated. In the context of higher education, for the successful implementation of this concept, it is necessary to single out several particular goals and a list of relevant tasks aimed at their solution.
Intercultural professional communicative competence as a general goal of language training of a graduate of a non-linguistic university has several private goals that make up its macro level:
1) improving intracultural competence as the readiness and ability of a non-linguist student to identify, understand and interpret concepts, ideas, norms and rules of their own professional linguistic culture;
2) the formation of foreign cultural competence as the readiness and ability of a graduate of a non-linguistic university to identify, understand and interpret the concepts, ideas, norms and rules of a different professional linguistic culture;
3) the development of intercultural competence as a willingness and ability to identify, understand, interpret, compare and discuss concepts, ideas, norms, rules that make up one's own and other linguistic society's professional worldviews.
To achieve the stated goals, it is necessary to implement specific tasks aimed at the formation and development of such subcompetences as:
- linguistic competence responsible for the student's mastery of a professional thesaurus both in native and foreign languages; the intercultural aspect of this competence implies knowledge about the ways of representing the value orientations of a particular culture in the language being studied and about the ways of representing the cultural values of the native culture in the native language, as well as knowledge about how the values of the native culture can be reflected in the construction of meaningful statements in a foreign language; ability to apply this knowledge in practice;
- sociolinguistic competence, which allows you to choose and use the means of communication that are most appropriate in situations of professional interaction with colleagues and partners - representatives of a different culture; the intercultural aspect of this competence involves knowledge of how social factors in both cultures (foreign and native) influence the choice of linguistic forms, as well as the ability to apply this knowledge in the practice of communication in order to achieve mutual understanding based on the creation of a common meaning for communicants;
- sociocultural competence, which implies knowledge of the sociocultural context of the professional sphere of native and other linguistic societies, possession of the rules and norms of professional communication; the intercultural aspect involves knowledge of the system of universal values, the system of values of one's own and the language being studied, the principles of interaction of cultural ideas and norms, the ability to isolate the cultural values of a foreign culture in the process of intercultural communication;
- strategic competence, which is the ability to overcome difficulties in the process of professional interaction; the intercultural aspect consists in the presence of knowledge about the processes of attribution of socially important meanings of what is happening, knowledge about the presence and nature of the phenomena of ethnocentrism, stereotypes, prejudices and generalizations, skills of double vision of the same situation (from one’s own point of view and from the point of view of the interlocutor), empathic skills perception of one's own speech actions from the position of one's own cultural values and perception of the positions of the interlocutor from the point of view of his cultural values;
- discursive competence, which allows choosing and using for the generation and perception of professionally oriented texts exactly those strategies that are typical for native and other linguistic cultures; the intercultural aspect is based on the availability of knowledge about the differences in the speech structures of the native and studied cultures, based on different cultural values, the ability to build their own verbal and non-verbal behavior in accordance with the norms of a foreign culture, the ability to convey these differences to the interlocutor;
- social competence, which is the ability to establish and maintain contacts at a professional level with colleagues of various age, social and other groups of native and other linguistic cultures; the intercultural aspect is characterized by the ability and ability to be a mediator between one's own and foreign cultures, the presence of an idea of the productivity of communication and the ability to achieve it;
- self-educational competence is defined as the willingness and ability to independently improve their own intercultural professional and communicative competence. It is necessary to ensure the actualization of already formed self-educational abilities, as well as the formation of new abilities that can be used in mastering other functional varieties of a foreign language;
- professional competence is understood as the willingness and ability to apply the theoretical apparatus of linguistics for linguo-stylistic, linguo-culturological, pragmalinguistic, sociolinguistic and linguo-didactic analysis of phenomena in the sphere of intercultural communication. Like self-educational, this competence is formed throughout the entire teaching of a foreign language as a specialty.
Thus, we can talk about the complex content of the MPCC of a student of a non-linguistic profile of training, which is a set of competencies and professionally marked subcompetences and is a multi-level construct. In this regard, the task of developing the MPCC is quite difficult. The proposed private goals and objectives can be achieved by using certain didactic and thematic content in the educational process, which in their totality represent the concept of the formation of intercultural professional and communicative competence of a student of a non-linguistic university in particular, and in general - the concept of modern intercultural education.
Conclusion
Modern linguodidactics argues its methodology for the formation of intercultural professional and communicative competence “from the position of interdisciplinarity, on the basis of which a secondary linguistic personality is “constructed” (I.I. Khaleeva, 1989). That is why, in our opinion, the full-fledged formation of the ICC is possible only on the basis of interdisciplinary learning, which more fully, in comparison with other learning models, reveals the problems of intercultural interaction that goes beyond the actual teaching of foreign language communication, since the ICC implies the formation of not only interlingual, but and intercultural, “secondary”, linguistic personality.
The specificity of this competence will determine the features of the system of its formation, the content of training and the creation of a holistic methodological concept built on the basic principles of training: communication, intercultural and professional orientation. The development of models for the formation of this competence, which will form the basis for the creation of teaching aids in a foreign language, will contribute to the organization of intercultural learning and the achievement of its main goal - to form intercultural professional and communicative competence among students of non-linguistic areas as a prerequisite for the successful implementation of professional and scientific contacts of future specialists at international level in the form of joint projects, scientific and cultural exchanges, seminars and other activities.
Reviewers:
Bovtenko M.A., Doctor of Pediatric Sciences, Professor of the Department of Social and Mass Communications, Faculty of Humanitarian Education, FSBEI HPE "Novosibirsk State Technical University", Novosibirsk;
Pak N.I., Doctor of Pedagogical Sciences, Professor, Head. Base Department of Informatics and Information Technologies in Education, Krasnoyarsk State Pedagogical University. V.P. Astafiev, Krasnoyarsk.
The work was received by the editors on 06/04/2014.
Bibliographic link
Sviridon R.A. THE CONCEPT OF FORMING INTERCULTURAL PROFESSIONAL AND COMMUNICATIVE COMPETENCE OF NON-LINGUISTIC STUDENTS // Fundamental Research. - 2014. - No. 8-4. – P. 975-980;URL: http://fundamental-research.ru/ru/article/view?id=34706 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
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