Formation of Cross-cultural Competence of Prospective English Teachers

Abstract

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.

Foreign Language Teaching at the Institutions of Higher Education According to Draft Law № 9432

“…According to the authors, such a system consists of: extra-subject ("trans", "inter-subject") competencies -they can be presented in the form of an "umbrella" over the entire learning process, they are often called "key", "basic"; general subject competencesthey are acquired by the student during the study of one or another subject / educational field in all classes of secondary school; special subjects -those acquired by a student when studying a certain subject during a specific academic year or degree. Subject-specific competencies are outlined for each subject; they develop for each year of study, based on general subject competencies, and are stages, levels of their acquisition [1,.…”

Методи І Прийоми Формування Міжкультурної Компетентності Здобувачів Мовної Освіти

“…95]. На їх основі дослідники (З. Бакум, О. Пальчикова) пропонують класифікувати прийоми в такий спосіб: показ, пояснення, аналогія, узагальнення, імітація, спостереження, моделювання, аналіз, зіставлення, трансформація, конструювання, комбінування, підстановка, ознайомлення, осмислення, експеримент, прогнозування, контроль, самоконтроль[2].…”