Intercultural communicative competence in the development of students’ linguistic skills

Olena Lysiuchenko; Yuliia Sydorenko; Larysa Oleksiienko; Tetiana Lysenko; Mariia Hulych

doi:10.21744/lingcure.v5nS4.1741

Authors

Olena Lysiuchenko
o.lysiuchenko6785@singapore-uni.com
Kyiv National Linguistic University, Kyiv, Ukraine
Yuliia Sydorenko Petro Mohyla Black Sea National University, Mykolaiv, Ukraine
Larysa Oleksiienko Kremenchuk Institute of Alfred Nobel University, Kremenchuk, Ukraine
Tetiana Lysenko National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Mariia Hulych Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine

Keywords:

effective communication, English language, higher education, social-cultural regions, students-philologists

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.).

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