Communication Discourse and Forming 229 of Intercultural Foreign-Language Competence in the Educational Environment of the University

In the process of the study of foreign language as a phenomenon of culture and language model of the world of a certain linguocultural community, a new paradigm of foreign language education is being built with the aim of developing a person with intercultural foreign language competence and adaptation in a new educational space. In accordance with this, new ways are being sought to enter into real intercultural communication. The problem of the study is to determine how, using communicative discourse, it is possible to train inter-cultural foreign-language competence of bachelor of linguistics, including knowledge of foreign-language culture and ways of interaction of representatives of different linguistic and cultural communities with the establishment on development of cultural and linguistic personality of students in conditions of educational environment of the university. The use of communicative discourse seems appropriate because, firstly, communicative discourse characterizes communication in the form of language means and their stylistic use, secondly, reveals communicative context and pragmatic settings, indicates communicative intentions of the subject of communication, and thirdly exposes ethno-psychological features of the subject of communication belonging simultaneously to language, culture and personality. It follows that the formation of intercultural foreign-language competence requires not only linguistic but also linguistic and ethno-cultural knowledge of the context of communication, where the eth-no-cultural and sociocultural characteristics of communication subjects representing different cultures are traced. Considering communication discourse as speech in a social context and social action, we highlight its typical indicators and reveal them through the components of filling the educational environment in the university when forming the intercultural foreign-language competence of bachelor of linguistics. In this case, it is a question of creating a cognitive-discursive concept of teaching intercultural foreign-language competence on the basis of comprehensive consideration of communicative discourse and its design in the educational environment of the university.

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