Intercultural Competence Development at Universities

Abstract

The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

Characteristics of the Influence of Digital Technologies on the System of Learning a Foreign Language

“…That is why our study has no age restrictions. Also, most scientists [4,5] note that digital technologies, especially at the first stages of education, cannot give the expected effect without the support of the educational process by the teacher, since such technologies are only teaching aids. The computer and digital technologies in the educational process is not an electronic teacher, not a substitute or analogue of a teacher, but a tool that enhances and expands the possibilities of teaching.…”

“…As most scientists note [1][2][3][4][5], global trends in the development of both education and management of educational institutions, aimed at the transition to digital transformation. This means that all educational, scientific, managerial and other processes of higher education must be completely transferred to the digital environment.…”

Psychophysiological Adaptation of International Students to Learning Abroad

“…According to him, the word "shock" carries a negative connotation, indicating that an individual receives only negative experiences during the adaptation process, which does not correspond to reality [5]. The word "culture" does not fully reflect the essence of the concept either, because the reason for the described phenomenon is in the intercultural plane [25][26][27].…”

Intercultural Competence – a key competence for higher education

“…Intercultural (Akdere et al, 2021). Holubnycha et al al (2021) describe intercultural competence as the ability to communicate in different cultural contexts, and some of its defining components are motivation, selfknowledge, tolerance of uncertainty, intercultural skills. The same authors argue that for the development of intercultural competence it is necessary to develop competences such as linguistic and cultural, which we mentioned at the beginning of this article.…”

“…From the perspective of the author Deardorff (2009), intercultural competence boils down to three defining components: knowledge, skills and attitudes. Holubnycha et al al (2021) believe from their own experience that the most important components of intercultural competence may be knowledge of a foreign language, basic cultural knowledge and certain soft skills. From the various approaches to the concept we can conclude that it involves the possession of knowledge, skills and attitudes necessary for a person to interact, understand and adapt effectively and appropriately in different cultures.…”