FOREIGN LANGUAGE INTERCULTURAL COMPETENCE AS A PEDAGOGICAL CATEGORY: ESSENCE AND STRUCTURE

Abstract

The article presents a theoretical analysis of foreign language intercultural competence as a pedagogical category within the context of contemporary educational space. The relevance of the study is determined by globalisation processes, Ukraine’s European integration, and the growing role of intercultural communication, which necessitates the preparation of individuals capable of effective interaction with representatives of other cultures. The study identifies contradictions between the demands of modern language education and the absence of a unified approach to defining this competence in pedagogical science. The essence of foreign language intercultural competence is clarified as an integrative characteristic of the individual that combines knowledge, skills, abilities, and value orientations required for effective intercultural communication in a foreign language. The inseparable connection between language and cultural preparation is substantiated as the defining feature of this competence as a pedagogical phenomenon. The structure of the competence is defined as a multilevel system of five interrelated components: cognitive (knowledge of language, culture, and social norms), communicative (speech skills for intercultural interaction), sociocultural (awareness of cultural norms and behavioural patterns), value-motivational (tolerance and openness to cultural diversity), and activity-based (practical application in real communicative situations). The significance of foreign language intercultural competence as a system-forming pedagogical category is substantiated – one that serves as the goal, the criterion of effectiveness, and the worldview orientation of modern language education. Prospects for further research concern the development of methodological foundations for forming this competence in the educational process.