Listening and reading comprehension as objects of perceptive-semantic activity when forming students' foreign-language intercultural competence

This article is devoted to the consideration of listening and reading as objects of perceptive and semantic activity of students when forming a foreign-language intercultural competence. Analysis of the content of foreign-language intercultural competence shows that this ability of learners implies not only their general readiness for foreign language communication, characterized as a foreign communicative competence, but also the ability to adequately perceive, understand, interpret the phenomena of another culture, the ability to compare, find differences and commonality with value orientations of native mentality and national traditions, to critically comprehend and integrate them into their own picture of the world, to adequately understand the verbal behavior of an inophone as a representative of a different culture. In this regard, the process of formation of foreign-language intercultural competence primarily depends on the success of the perceptual activity of students which is related to sensory-semantic processing of foreign language information. The allocation of the perceptual component in the foreign-language intercultural competence is consistent with the psychological theory of communication, according to which communication is realized on three levels: perceptual, information and interactive levels. Developing the perceptual component of the target competence, we improve the general ability of students to communicate in a foreign language with representatives of another linguistic society. The article analyzes the perception of foreign speech as a multi-level hierarchical structure of thought activity, which has complex analytic-synthetic mechanisms for processing incoming speech signals at different levels (acoustic, semantic-linguistic, semantic) and different modes of perception (visual, auditory). Within the framework of this article, features of the receptive activity of students of an authentic context in conditions of intercultural communication are revealed. An important factor in the success of training is granted to the deepening of the understanding of the context of perception, which develops through the interaction of linguistic, cognitive-discursive and psychological aspects of the perception of a foreign-language authentic discourse and the formation of pragmatic experience of students mediated by authentic foreign language discourse. The analysis shows that for the actualization and development of the perceptual side of the speech activity of the students, it is necessary to form a set of relevant knowledge, abilities, skills, and strategies to reflect the success of one's own foreign language speech activity in order to achieve an adequate understanding of the perceived authentic discourse, which in the teaching methodology of foreign languages is directly related to receptive types of speech activity, taking into account their characteristics and the context of intercultural communication. The cognitive-discursive approach is considered as the basis of educational activity, which contributes to the creation of conditions for training the mechanism for processing incoming information, when the processes of perception, interpretation and understanding are mediated by authentic foreign language discourse and the situational context of a foreign language utterance.

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