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Эм кронный паучяо-жтодичес t^tü яурнал
Омского ТЯуЩШ
R. Abdylmanova, E. Novikova To the Issue of Intercultural Competence Forming // Электронный научно-методический журнал Омского ГАУ. - 2018. -№3 (14) июль - сентябрь. - URL http://e-journal.omgau.ru/images/issues/2018/3/00620.pdf. - ISSN 2413-4066
UDC 37.013.43: 378.147
Raikhan Abdylmanova
Senior Teacher
FSBEI HE Omsk SA U, Omsk
rkh. abdylmanova@omgau.org
Elena Novikova
Candidate of Philological Sciences, Associate Professor FSBEI HE Omsk SA U, Omsk ev. novikova@omgau.org
To the Issue of Intercultural Competence Forming
Annotation: This article deals with the problems of intercultural competence of foreign languages training which is the ability helping a person to realize himself within the limits of culture dialogue, i.e. in the conditions of intercultural communications. The definition and components of intercultural competence are also given in this article.
Keywords: intercultural competence, lingvoetnosocium, lingvosociocultural approach, lingvocultures, tolerance.
Development of students' ability to intercultural communications, i.e. ability to understand foreign culture, the critical analysis of their own behavior, recognition of foreign culture originality, ability to build dialogical relations and to go on the reasonable compromise is a problem of intercultural aspect of foreign languages training.
The ability which helps a person to realize himself within the limits of culture dialogue, i.e. in the conditions of intercultural communications is called as the intercultural competence. Its formation is carried out in interrelation of development of another language code and development of persons' cultural experience in which the relation of the person to himself, to the world, as well as creative activity experience are marked out.
Forming the intercultural competence should be considered in connection with development of the student's personality, his ability and readiness to take part in dialogue of cultures on the basis of cooperation principles, mutual respect, tolerance to cultural distinctions and overcoming of cultural barriers. At consciousness of every participant of culture dialogue there is personal luggage, own culture (an individual picture of the world) and foreign world anyhow opposed to it (foreign image of consciousness) which creates person's ability for dialogue.
A person's ability for culture dialogue is the most important development factor which makes him capable to participation in dialogue of cultures. Dialogue of cultures proceeds in consciousness of each bearer of a concrete culture. Thus the initial culture of a person studying language represents itself as means of knowledge of foreign culture, as well as his own culture. In the course of familiarizing with foreign culture in the context of dialogue of culture students lean against the informative means of the culture involved for comprehension of means of foreign
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culture, for new knowledge of foreign culture, generated in the course of their knowledge. Thus the secondary language consciousness which is one of the important component of person's ability to participate in intercultural dialogue is formed.
In the scientific works researching the intercultural approach in foreign languages training the intercultural competence is treated differently. Intercultural competence has following components:
- the affective
- the cognitive
- the strategic
The heart of an affective component is tolerance and empathy. The cognitive component includes synthesis of native culture knowledge and the country of studied language culture as well as general knowledge of culture and communications. The basic components of a strategic components a re verbal, educational and research strategies of a students.
The intercultural competence is connected with judgement of the world picture and another socioculture, knowledge of semantic reference points of another lingvoetnosocium, ability to see similarities and distinctions between communicating cultures and to apply them in intercultural dialogue context.
Intercultural training forms students' ability for intercultural communications and promotes their consciousness of the belonging to certain ethos, region of the residence and the state as a whole.
Solving problems of intercultural dialogue is impossible to limit educational activity of students by limits of the country of studied language. As the twenty first century is the century of multicultural dialogue development it is very important to bring up a multilingual and polycultural language person. Working on problems of intercultural education and formation of students it is necessary to realize in lingvosociocultural approach two ones:lingvoecological and interlingvocultural. The purpose of the r approach is student's consciousness of importance and necessity of a native language and culture knowledge, as well as conversation of ethnic identity of all people. The interlingvocultural approach is directed on studying and development of traditions of the European and world cultures and civilization. All possible kinds of intercultural interaction should become an integral component of educational process.
Nowadays in education system student's erudition is measured not only by the sum of received knowledge and skills, but by the ability of application of them in different areas and real situations. Learning to communicate on a situation in a foreign language freely, to react adequately to various intercultural situations, being able to find diplomatically true ways out of any position connected with professional work. In other words the intercultural competence forming process is urged to expand student's general outlook and general competence.
Tracing by students of their individual lingvocultural experience of dialogue with foreign lingvocultures, comparison of this experience with available knowledge should not be accompanied by estimations "other", "not such as us", "but curious and that is why clear" - these are admissible estimated categories in the course of mastering foreign lingvoculture. It permits to concern with tolerance and liking to other image of the world. It is possible to name the following ways and kinds of intercultural interaction: participation in projects organized by the new means of telecommunication and information technology; foreign trips; correspondence.
If any experience is got by a person only in activity then the educational process aimed at forming of ability to authentic intercultural communication should be considered as the process of individual experience gaining of communication with foreign lingvoculture. In this case "foreign world" acts as the maintenance of the given process and a foreign language is a mean of "image" of this world. Successful cognition of the world by means of a new language code is possible only through intensive cognitive activity of students, their active intellectual creative work, and also while using the strategy of original researches and "discoveries".
Interesting texts and sociocultural maintenance of foreign languages training, as well as the work process on these texts get special urgency. Work on the maintenance of art, poetic and popular scientific texts and work on language (the grammar, transfers, lexicon replenishment) acquaint students with different cultures.
It is possible to learn about character and features of either people from books, dramatics, popular scientific literature. There is hardly such an original text with the help of which it would be impossible to show the readers the essence of English speaking people public consciousness, what features of the national consciousness are almost mythological national ones.
Typical English grammar forms of the Infinitive, the Participle and the Gerund, the use of articles or turns of speech with the use of nouns or verbs visually reflect characteristic features of English people. The brevity, simplicity, vitality and variety of speech turns help to understand the main traits of English national character. Verb forms their use is the part of speech which is necessary to take as a principle at foreign language studying.
The studying permits to learn deeply the English language essence and its native speakers: the highest mobility and the variety combined with the big accuracy in a manner of expression. Stylistic subtleties are examined, and then attempts to put them into practice are done. How is it the most irreproachable - from the stylistic point of view - to connect sentences? How to achieve the exact transfer of a thought train in the sentence? How to state approval or to prove refusal? How to describe with words an accurate account of one or another action (a wide choice of verbs) or characterize one or another person (a wide choice of adjectives)? The students' skills to formulate the thoughts are constantly improved due to revealing and consciousness of factors reflecting specificity of one or another culture, as well as forms of their language expression.
Students' statements in English must be the speeches defined by the personality of pupils. The statement of thoughts is not only extremely suitable material for intensive acquaintance with other cultures, but also a magnificent occasion for the statements characterizing the student's personality. The given article deals with the methods of work with vocabulary and grammar at a foreign language lesson. For example, work with art works at a foreign language lesson in High school directed on development of oral speech. Samples of modern language where the language material subject to mastering (lexical units, models and grammar construction) is perceived emotionally and acquires a host of associations promoting fast mastering, strong storage and its free use in oral speech.
The texts offered to students at English lessons represent perfect works - short stories issued from well-known English and American writers' pen. Novels are extremely various on subjects and style, art means and language, the stories are valuable in pedagogical aught and can be used as an educational texts. Short stories are interesting by the language characteristic: they contain a great number of useful lexical units and idiomatic. The purpose of these lessons is to help students to realize that any culture is universal property. Texts are supplied by comments and oral lexical exercises. The purpose of the exercises is to drill useful lexical material of the texts and to stimulate oral speech. Except usual exercises for checking up the understanding of texts and for their reproduction there are special tasks on work on lexical and grammatical constructions. In each text the list of words and constructions for the use at retelling of all text, or its separate episodes is allocated. The kinds of work on texts gradually varies: from the emphasis on reproduction to more complicated tasks demanding independent work.
References:
1. A.K. Aipova, B.KH. Galieva, Intercultural competence forming in modern foreign languages traning // - Materials of the international scientific-practical conference "Science and Education: no Language Barriers" in two volumes. Pavlodar: PSU after S. Toraigyrov, 2010, 7-10 pp.
