The article substantiates the importance of forming prospective English teachers’ cross-cultural competence. Nowadays, education focuses on cooperation and establishing cross-cultural relations between the representatives of diverse cultural societies. Therefore, it concentrates on forming a personality capable of absorbing and reproducing verbal and non-verbal information during dialogical communication with foreign negotiators. This paper aims to validate the category “cross-cultural competence of a prospective English teacher,” develop its structure and experimentally verify its effectiveness. The study establishes that cross-cultural competence covers linguistic, sociocultural, activity, and axiologically-emotive components. The authors used the following theoretical research methods: analysis of philosophical, lingua didactic literature and scientific studies, synthesis, comparison, concretization; empiric methods: questionnaire-diagnostic (survey, testing, summative assessment, interview); analysis of speech activity products (spoken replies); lecture attendance and analysis; pedagogical experiment; methods of statistical treatment and experimental results analysis. The research on the training peculiarities of future English teachers based on cross-cultural grounds allowed us to conclude that the experimentally-verified methodology is effective. The practical data analysis points out the rise of forming cross-cultural competence levels in the experimental group. The reason is the cultural enrichment of linguistic material and the revelation of contrastive aspects.

The article substantiates the importance of forming prospective English teachers’ cross-cultural competence. Nowadays, education focuses on cooperation and establishing cross-cultural relations between the representatives of diverse cultural societies. Therefore, it concentrates on forming a personality capable of absorbing and reproducing verbal and non-verbal information during dialogical communication with foreign negotiators. This paper aims to validate the category “cross-cultural competence of a prospective English teacher,” develop its structure and experimentally verify its effectiveness. The study establishes that cross-cultural competence covers linguistic, sociocultural, activity, and axiologically-emotive components. The authors used the following theoretical research methods: analysis of philosophical, lingua didactic literature and scientific studies, synthesis, comparison, concretization; empiric methods: questionnaire-diagnostic (survey, testing, summative assessment, interview); analysis of speech activity products (spoken replies); lecture attendance and analysis; pedagogical experiment; methods of statistical treatment and experimental results analysis. The research on the training peculiarities of future English teachers based on cross-cultural grounds allowed us to conclude that the experimentally-verified methodology is effective. The practical data analysis points out the rise of forming cross-cultural competence levels in the experimental group. The reason is the cultural enrichment of linguistic material and the revelation of contrastive aspects.

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The article considers criterion-parametrical aspects of formedness of students-philologists’ cross-cultural competence. There four criteria of formedness of students-philologists’ cross-cultural competence are established as: motivational and axiological, cognitive, operational, behavioural and activity. The main parameters of motivational and axiological criterion are: formedness of cognitive, professional and social motives, according to which one becomes aware of the significance of the material studied and possible ways of its application; positive / neutral / negative attitude to cultural discrepancies; estimation of other culture (following / ignoring stereotypes or prejudices). Cognitive criterion involves: knowledge of phonetic, lexical, grammar material, culture-specific units of native and foreign languages; formedness of monological and dialogical skills on definite topics; sociocultural material acquisition. The key parameters of operational criterion are: ability to use culture-specific units and units of non-verbal communication, which comply with communicative situation; skillful use of lexical units and grammatical structures pursuant to context; ability to organize dialogue / monologue in alignment with the norms of everyday, learning, professional activities. In terms of behavioral and activity criterion such parameters are considered as: restraint in judgements; ability to control one’s behavior; ability to analyze divergent positions before making a final decision. In conformance with the criteria and parameters determined there are four levels of cross-cultural competence specified: elementary, intermediate, upper-intermediate, advanced.