Abstract
The article presents the research of the development of future foreign language teachers’ intercultural communicative competence in the context of education globalization. The aim of the article is to define the essence of intercultural communicative competence, its structure and components as well as to outline the peculiarities of its development in future foreign language teachers in the context of education globalization. The research methodology is based on the use of relevant scientific research tools, including analysis, synthesis, generalization, interpretation of empirical data and theoretical concepts present in the relevant scientific literature.Firstly, the essence of intercultural communicative competence was outlined, in contrast to intercultural and communicative competences, as well as the distinguishment between intercultural competence in a broad and a narrow sense was given. Secondly, such aspects of intercultural communicative competence (cognitive (including linguistic, sociocultural and discourse competence); affective (including psychological competence); behavioural (including communicative, strategic and pragmatic competence)) and components (linguo-cultural, socio-linguistic, socio-cultural, general cultural, pragmatic and thematic) were clarified and categorized. Thirdly, the characteristics of the development of intercultural communicative competence in future foreign language teachers in the context of education globalization (global thinking, tolerance and knowledge of foreign languages and awareness of diversity of cultures) were found out in the result of the research work.
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