The methodology of intercultural competence development in high school students by means of multimedia

The article deals with the organization of the educational process for the development of intercultural competence of high school students in foreign language lessons. It helps future graduates determine their place in the world, respect other cultures and represent their own culture in a positive way. The aim of this article is to describe methods and means of teaching high school students a foreign language and forming their intercultural competence in a modern educational environment. Through the study of the socio-cultural characteristics of not only English-speaking countries, but also countries where English acts as a "lingua franca" in intercultural communication, the knowledge component of intercultural competence can be formed at the first place, since work on the formation of intercultural competence is mainly carried out in monolingual classes. To reach the aim, the following research methods were used: analysis of literature on pedagogy, psychology of communication, linguistics, theory and practice of teaching foreign languages using multimedia capabilities; conducting various types of cross-sections to determine the level of formation of intercultural competence, surveying students, conducting experimental training; method of mathematical and statistical processing of the results obtained. The research was based on the implementation of competence-based, communicative, personality-oriented, intercultural, and integrated learning approaches, which make it possible to intelligently combine traditional methods of teaching a foreign language with the capabilities of multimedia technologies. The study analyzes the important personality traits of schoolchildren, their mental characteristics, a unique set of characteristics that indicate high school students' readiness to form intercultural competence. The concepts of foreign language communicative competence of schoolchildren is different from the communicative competence of adults or professional communicative competence. Thus, we can talk about the so-called "intercultural competence of schoolchildren". Algorithms and methodological recommendations for the formation of schoolchildren's intercultural competence are also given. The article describes the experimental training of schoolchildren on the formation of intercultural competence based on the materials from a self-developed textbook using multimedia tools. The conducted research confirmed that the process of teaching a foreign language contributes to the successful formation and development of intercultural competence. The use of multimedia technologies in combination with traditional methods makes it possible to form the intercultural competence of high school students in a balanced way. These technologies provide an opportunity for teachers to work creatively when designing materials that meet the needs and goals of a specific group of students, as well as organizing their independent work. The authors declare no conflicts of interests.

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