This article aims to reveal the relationship between the secondary linguistic personality and successful acculturation and to show the necessary pedagogical actions to achieve this result. The authors monitor the interaction of enculturation, acculturation, and the impact of these processes on mastering the required competencies. The authors dwell on the concept of a secondary linguistic personality (SLP) built based on the model of a linguistic personality that takes a leading part in intercultural communication. The components, properties, abilities of a secondary linguistic personality, the nature of the phenomenon, and forming factors are defined in the present paper. Possibilities of the considered concept for understanding and implementing the core and preconditions for using the potential of personal development technologies in teaching foreign languages are revealed. The trajectory of the educational process of the subject's development in terms of language is outlined. The importance of integration of different technologies aimed at the development of cognitive and non-cognitive processes of the personality while learning a foreign language is indicated. The conditions of successful intercultural communication and pedagogical conditions contributing to the development of a secondary linguistic personality are stated. The scientific substantiation of the chosen conditions for the development of intercultural competence of university students as systematization of knowledge and development of conceptual notions of intercultural interaction in the personality's mind is presented.

Values are the regulatory components inherent in any culture. Values are formed only in culture and are certain regulators of human activity. In the process of learning foreign languages, special attention is paid to the national-cultural component when choosing textbooks. The authors of the article have shown that the purpose of intercultural education is to preserve linguistic and cultural diversity in society and to prepare the subjects of the education process for a successful dialogue of cultures that can neutralize linguistic and cultural differences for productive intercultural interaction. At the same time, the authors proceed from the cultureforming and anthropocentric concepts of modern language education and propose to rely on the basic culture of the individual in choosing the textbook content, which allows a person to live in harmony with both the universal and national culture, as well as with the culture of other peoples.