FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY (GERMAN LANGUAGE)
Abstract
In the context of deepening globalization processes, there is an increasing demand for specialists equipped with intercultural communication skills in a multilingual and multicultural environment. The effectiveness of such communication plays a crucial role in the success of cooperation between representatives of diverse political, economic, social, and cultural backgrounds. Consequently, the development of intercultural communicative competence (ICC) has become a key objective in foreign language education. Despite growing interest in this area, there is still no unified definition of ICC in a foreign language context, nor a clearly defined structure of this competence at the elementary and intermediate levels (A1–B2 according to the CEFR scale). Moreover, there is a lack of systematic approaches to language teaching aimed at developing ICC. This highlights the relevance of the present theoretical and analytical study, which seeks to address these gaps and explore ways to modernize foreign language instruction by incorporating various pedagogical approaches. The study is based on the analysis, synthesis, and interpretation of theoretical frameworks and scholarly perspectives on ICC formation, with a particular focus on the integration of cultural content into the process of teaching foreign languages, specifically German. A more precise definition of ICC is proposed, along with a structural model tailored to CEFR levels A1 – B2. The paper also outlines the conditions necessary for the effective development of ICC. Based on practical teaching experience in higher education, the author identifies the most effective methods for fostering ICC and provides methodological recommendations for its enhancement. It is concluded that the development of ICC at the A1–B2 levels is particularly significant, as these stages form the foundation not only for linguistic competence but also for cultural and regional awareness—both essential components for successful intercultural communication. The findings of this study may serve as a basis for further academic research and the development of teaching materials aimed at cultivating ICC in foreign language learners.
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