DIAGNOSING THE LEVELS OF FORMATION OF THE COMPONENTS OF INTERCULTURAL COMPETENCE OF FUTURE ENGLISH TEACHERS

Abstract

The article presents the results of diagnosing the levels of formation of components of intercultural competence of bachelors of English philology. The levels of formation of intercultural competence are determined: reproductive (fragmentation and unsystematic linguistic and cultural knowledge on the subject), reconstructive (presence of a positivesubjective position), consciously-situational (sufficient awareness with the cultural characteristics of other peoples) and creative (high awareness of one’s own and foreign cultures). Among the main components of intercultural competence are motivationaltarget (motivation of applicants and their readiness to cooperate with representatives of other cultures), cognitive (mastering social, cultural knowledge and skills of intercultural interaction), activity (consolidation of acts of activity and actions in the behavior of an individual) and culturological (knowledge of the characteristics of different types of cultures). The ascertaining stage of the pedagogical experiment was conducted, which provided for the allocation of quantitative and qualitative indicators of the results of the formation of motivational-target (survey through filling out questionnaires); cognitive (testing based on lexical and phraseological material); activity (performing creative work) and culturological (using the technique of «incomplete sentences») components. The results of the diagnosis showed that the difference between the level of intercultural competence in two groups of applicants (control and experimental) does not differ significantly and ranges from 0,2% to 5,6%. It was found that the prevailing level of development of all components of intercultural competence is reconstructive since most of the education applicants are not interested in obtaining knowledge about the peculiarities of the culture of other peoples and the system of their values, revealed the inability to conduct a dialogue, to resolve conflicts with foreigners and to analyze their own activities. The results of the ascertaining stage of the experiment gave grounds to assert that improving the knowledge, skills and abilities of applicants, as well as overcoming difficulties during the dialogue of cultures, requires the development of a methodology for the development of intercultural competence.