Сетевое издание

Международный студенческий научный вестник

ISSN 2409-529X

Analysis of the literature devoted to the study of intercultural competence and its composition allowed us to determine the intercultural competence as a competence of an intermediary, which allows him to interact between two or more cultures. In structural terms, the content of teaching intercultural competence consists of three components: knowledge, skills and attitudes. Component of «knowledge» includes information on the types of cultures and relations between them, about the boundaries and characteristics of culture; on communication, its forms and functions, on conflicts and ways to resolve them. Component «skills» is composed of universal skills in contacting representatives of different cultural communities, regardless of what kind of culture the interlocutors belong and what command of the language they have. Component «relationship» includes such personality traits as tolerance; empathy toward other cultures and reflection. As an educational model for the formation of intercultural competence we have chosen a training because it combines aspects of information and activity. We believe that the basic concepts contained in the works of A.A.Shuneyko and I.A.Avdeenko [1-3] should becomethe most appropriate theoretical basis for a training. We have developed a model of a training consisting of three compulsory modules. The first module is aimed at its participants’ realization of their belonging to different cultural, ethnic or religious groups. The second –at their awareness of stereotypes, prejudice against other cultures and peoples. And the third is aimed at the development of intercultural competence by acquiring knowledge of the traditions, customs, and business behavior peculiarities in other cultures. The final part of the course is directed toward conducting complex business and role-playing games. Thus, as a result of carrying out scientific research we confirmed the hypothesis which consists in the assumption that a training is an integral part of teaching intercultural communication to students as well as an essential component of intercultural literacy and competence.