Significance Of Various Types Of Discourse In Intercultural Communication Training

Abstract

The article discusses the change of vector of scientific research in theory and practice of FLT under the new anthropocentric paradigm where the person as a self-developed personality has become a focus of attention. There is an increased awareness of the differentiation of text interpretation with regard to each reader/listener. A text is now viewed in relation with a person’s intention to communicate; as an output of their activity, an expression of their personality, needs, views and intentions. In this connection, there has been a shift from the text-oriented to discourse-oriented approach in FLT. We provide a critical review of existing approaches to defining the concept of discourse from interdisciplinary perspective and focus on the discourse as a fully-fledged linguodidactic phenomenon. We present an analysis of the capacity of discourse and its types and components which are subject to FLT, with an objective to prepare students for socio-cultural and sociolinguistic variability of intercultural communication. The level of discourse acquisition will be determined by forming of the students’ discourse competence. The article provides the evidence that both professional and everyday discourse are necessary to be taken into consideration while teaching a L2 as there is a stronger tendency that demonstrates the need to pay attention to students’ preparation for socially variable conditions of intercultural dialogue. Thus, many established FLT components will be reconsidered.