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.