Cognitivereadiness forinter cultural communication as an essential component of intercultural competence

The article deals with theimplementation ofcross-culturalorientedtraining to high-ervocational school language education. The necessity ofa student's cognitivepersonalityde-velopment in the process of intercultural competence formation is discussed. Theintercultural competence structure that includes three levels ofparameters (the level of the basic parameters, the level of key parameters, the level of cognitiveparameters), necessary for effec-tivecross-cultural interaction, is presented. The notionof "cognitivereadiness forintercultural communication", which is, to authors' opinion, crucial for theproductivityof intercultural communication is introduced. Itconsistsin consciousattitude tointercultural communicationas the process of the world cognition, its goals and objectives, process and outcomes.The stag-esof the educationalprocess aimed atintegrated development ofcommunicative skillsof inter-cultural communicationand cognitivereadiness forintercultural communication are described. They provide theintegrated development ofdifferent cognitive strategiesas part ofcommunica-tivelanguage teaching. The examplesof exercisesthat help implementcognitiveorientation of traininginto the development ofstudents' communicative skillswithin onelexicaland grammat-icaltopic are proposed.Pedagogicalconditionsto be createdin the educational process are referred. These include: (1) polymodalityof students' perceptualexperience, (2) multiaspective-nessof communicativeexercises that allows combining differentcognitive strategies, (3) a specificsequence of exercises, (4) the dominance of group work activities thatprovides students withthe opportunity to solvecommunicativetasksin collaboration, integrating various strategiesof perception, processing and interpretationof foreign languageinformation.

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