COMPETENCE APPROACH IN FOREIGN LANGUAGE LEARNING

• Людмила Михайлівна Ясногурська

  РДГУ

Abstract. This article is dedicated to the implementation of a competent approach in teaching a foreign language at a higher educational establishment. The list of cultural and professional competences that a university student should possess is considered. The importance of the formation of students concerning their intercultural competence in foreign language learning is dictated by the radical changes that are taking place in Ukrainian society as a result of integration of our country into the world educational, information, economic space which in turn forces a person to be able to coexist in this space, i.e. to be engaged in constructive dialogue with all individuals within this space. The orientation of the educational process in the language educational system should be based on the consistent formation of intercultural competence to address specific overarching tasks in the English language learning process. The author states that intercultural competence is not identical to the communicative competence of the native speaker but is an ability that allows the individual to go beyond his or her own culture and to acquire the qualities of a mediator of different cultures while losing his or her own personal cultural identity at the same time. It is emphasized that the communicative competence of a student studying a foreign language communication is the ability to have full language communication in all spheres of human activities in compliance with the social norms of linguistic behavior.

It is also stated that the study of problems of intercultural communication involves acquaintance with the principles of communication, the basic functions of culture, the influence of culture on perception and communication in its various spheres and types, parameters for describing the impact of culture on human activity and development of a certain society.

The author considers the intercultural competence as a complex entity that includes the following components: thinking, attitudes, knowledge, and skills related to both the native culture and the culture under study. Features of thinking include: understanding the connection between language, thinking and culture; realization of knowledge on the border of native culture and culture under study; understanding of equivalence and diversity of cultures.

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