Special Features of Foreign-Languages Teaching at Higher Education Institution

Abstract

The trend towards the development of intercultural communicative competences of students, the use of interactive teaching methods, the changing role of a teacher to a consultant in the teaching process necessitates highlighting the level of perception, knowledge and views of teachers on the intercultural approach in teaching. Based on the study of the experience of EU countries in the implementation of intercultural approach in the teaching of foreign languages and an enquiry of 32 teachers, the level of teachers’ perception of the intercultural approach was assessed. We have established the next points: 1) changes in the social and economic context require new approaches to the organization and provision of foreign language education; 2) shifting away from linguistic purity and correctness and the priority of a democratic society, openness to different cultures. This indicates that the social and educational environments are multilingual. The study proves a positive perception in increasing the level of knowledge concerning teachers’ intercultural communicative competences. Teachers confirm the importance of implementing an intercultural approach in teaching foreign languages. The scientific paper proves the convergence of developing countries, to advanced countries in the implementation of an intercultural approach to teaching foreign languagesat the local level. Nevertheless, the perception of intercultural competences as the best approach to teaching is at a mean level in Ukraine compared to EU countries.

Features of teaching Ukrainian as a foreign language

“…There is not yet a large number of works that would describe such pedagogical experience, but there are a number of extremely promising explorations. The main direction in the study of Ukrainian as a foreign language is the work that sees the specifics of teaching a foreign language in higher education in the mandatory involvement of the full potential of intercultural education (Petrenko et al, 2020;Bilyalova, 2017), leading to intercultural communicative competence, faculty members and students praised the introduction of the intercultural education component. Namely, this is a condition for effective and holistic language acquisition.…”