Intercultural Communicative Competence in the Development of Students’ Linguistic Skills

Abstract

Intercultural communicative competence (ICC) is a component of the general concept of communicative competence, which refers to the ability to establish effective communication with representatives of different social-cultural regions. The role of ICC is growing significantly with the intensification of globalization processes. The purpose of the present academic paper is a comprehensive research of intercultural communicative competence of students-philologists while studying a foreign language at university. To achieve the purpose outlined, the following methods have been used, namely: analysis; synthesis; generalization; ascertaining experiment; the method of formative experiment; comparison. As a result of the research conducted, a diagnostic model has been developed in order to determine the level of ICC formation in students of foreign philology (based on English); a tactic of stimulating the initially diagnosed level of students' ICC by conducting a formative experiment with subsequent secondary diagnostics for measurement of efficiency of the offered technique. It has been determined that the factors that have influenced the results are as follows: the complexity of the methodologies applied, the duration of the formative experiment, the intensity of work on improving ICC, individual features of participants (motivation, attitude to learning in general, etc.). It has been determined that there is a direct link between ICC and the development of students' language skills. ICC lies in the plane of practical application of a set of acquired linguistic skills and the acquisition of personality traits of transcultural communicative literacy. Comparison of the results of primary and secondary diagnostics according to the diagnostics model developed by us has revealed that the average increase in the result of the formation of ICC was 2.4% in the group of 20 respondents, which is a variant of positive dynamics. Intercultural communicative competence is closely linked to the development of students' linguistic skills; there is a strong interdependence between them.

Examining the Vocabulary Knowledge and Idiomatic Structures of EFL Learners in a Culturally - Oriented Learning Context

“…According to Lysiuchenko (2021), communicative skills are not adequate without cultural knowledge, which is defined as understanding and information received not only about the culture but also from it (Pinxten, 1992;Celce-Murcia, 1991). Indeed, this understanding enables us to examine our cultural viewpoints and evaluate them against those of our interlocutors.…”