Process Of Intercultural Communication Research Articles

ОСОБЛИВОСТІ ЗАСВОЄННЯ ІТАЛІЙСЬКОЇ МОВИ В КУЛЬТУРНОМУ СЕРЕДОВИЩІ ЇЇ НОСІЇВ

The article touches upon the issue of integration of foreigners into another language and cultural environment on the example of Ukrainians who come to Italy for work. The theoretical basis of the article is works by Ukrainian and foreign scholars on linguistic and culture studies, psycholinguistics, psychology, methods of acquiring a foreign language, translation studies. Besides, the focus has been upon close interrelation between the knowledge of a foreign language and the ability to understand and adapt to a new culture and mentality. On the basis of the modern relevant theories the process of learning a foreign language is compared with acquisition of a native language by a child. The practical basis of the article is the author’s observations of the process of interlanguage and intercultural communication between Italians and Ukrainians in different everyday situations and the quality of acquisition of the Italian language and culture by the latter. In this research the everyday communicative situations include family and interpersonal relations, the spheres of cooking and housekeeping, the attitude to religion and work. With the help of illustrative examples from real communication the article highlights a certain similarity between Italian and Ukrainian characters and world perception, and the absence of considerable differences between the Italian and Ukrainian language systems, which facilitates a fast integration of Ukrainians into the Italian language and cultural space. Also, for illustration, we have highlighted phonetic, lexical, and grammar parallels between the Italian and Ukrainian languages. Ukrainians who have lived in Italy for quite a long time are fluent enough in the Italian language. However, if they do not approach studying of the language professionally their speech lacks grammatical correctness and vocabulary diversity. Hence, we have made conclusion that just staying in a foreign environment is not sufficient for a high-standard command of a language. For this purpose, one needs to make corresponding strong-willed efforts and to apply the language on all the levels of communication. At the end of the article we have singled out a range of issues for further research and development of the aforementioned topic.

CHARACTERİSTİC FEATURES OF İNTERCULTURAL COMMUNİCATİON

Intercultural communication is the interaction of carriers of different cultures. Man is not the only bearer of culture, biologists and psychologists argue that some animals (in particular, great apes) are able to develop and transmit culture. Intercultural communication (ICC) is a special section of the general theory of communication, which studies – in theoretical and practical terms – the communicative interaction of representatives of different cultures. This teaching aid is intended to acquaint students with the basics of the theory of intercultural communication as a special field of scientific knowledge, as well as with the possibilities of applying this theory in real communication practice. Thus, different animal populations are carriers of different cultures, and the interaction of these groups can also be called intercultural communication. The theory of intercultural communication (ICC), of course, is not concerned with the study of the analysis of animal communication. It is important however, to understand that the ICC is a very ancient phenomenon it appeared simultaneously with the formation of what we call different cultures. The theory of intercultural communication is a discipline that describes the process of intercultural communication, the conditions for its implementation, possible difficulties and causes of communication failures. This article will consider the concept of intercultural communication, key features of the theory of intercultural communication, interdisciplinary connections, the history of this discipline, the scope of knowledge from the field of intercultural communication. However, the theory of ICC as an independent scientific discipline arose quite recently, in the middle of the 20th century. Interest in studying the processes of intercultural communication, in their theoretical understanding arose primarily under the influence of globalization. Transnational corporations are being created, the tourism industry is developing, migration processes are intensifying, more and more people are entering into interethnic marriages, and the adoption of children from other countries is becoming more and more popular.

Intercultural Communication of Foreign Students at UIN Mahmud Yunus Batusangkar

The problem in this study is the process of intercultural communication that occurs in foreign students at UIN Mahmud Yunus Batusangkar between students from Thailand, Cambodia, Malaysia and Minangkabau students while at UIN Mahmud Yunus Batusangkar. This study looks at the point of view of verbal and non-verbal communication as well as various supporting and inhibiting factors in the daily life of foreign students at UIN Mahmud Yunus Batusangkar by using field research (Field Research) which is descriptive qualitative. The results obtained are that at least foreign students have cultural similarities because they are still in the same clump, namely the Malay family in Southeast Asia, the greetings done by Thais and Cambodians tend to wait for greetings from other people, while Malaysians and Indonesians - Minangkabau tend to be friendly and polite. precede the conversation when communicating and greeting. Meanwhile, Minangkabau students use a pattern of adjustment by blurring cultural identity, reducing stereotypes and high openness. The supporting factors for this research are positive values, such as being a student who is tolerant and harmonious with each other, while the inhibiting factor is language.

Critical Awareness Preliminary: Leadership of Girls Post Ethnic Conflict in West Kalimantan

door for every child, especially girls, to have equal opportunities to participate widely regardless of their gender status. The West Kalimantan Children's Forum exists as a means for girls to express their opinions and contribute more to the full fulfilment of children's rights. The historical background of past ethnic conflicts makes the reconciliation of ethnic conflicts in West Kalimantan continue to this day. Indirectly the participation of children, especially girls, is very calculated for establishing harmony between ethnicities and all groups of people in West Kalimantan. The study is aimed to the initial review of phenomenological studies in looking at the critical awareness process through participatory intercultural communication processes carried out by female leaders who are children of Dayak and Madurese ethnicity at the West Kalimantan Children's Forum. This research uses a qualitative method drawn from a phenomenological perspective so that the process of individual experience becomes very important as a witness to the journey of reconciliation. The theory of Liberation Education from the perspective of Paulo Freire is used to see how far the process of critical awareness through participatory intercultural communication processes can encourage individuals to proceed in reconciliation for the sake of inter-ethnic harmony through participation as a member of the West Kalimantan Children's Forum. The subject of this research involved girls as members of the Children's Forum in the form of in-depth interviews to see to what extent the public sphere provides an opportunity to process together reconciliation which is still ongoing today. This study explains that the achievement of critical awareness in girls' participation in conflict reconciliation still has to go through several stages of awareness, such as magical and naive. The process of openness, learning, and accepting differences, will make girls' leadership reach the highest critical awareness and be able to participate fully in development that involves quality young people.

Virtual Reality for Telecollaboration Among Teachers of an Additional Language: Insights from the Multimodal (Inter)action Analysis

Abstract As digital communication technologies advance, newer and more sophisticated cutting-edge ICT tools are being used for telecollaboration, including virtual reality (VR). Researchers have applied different models and approaches of multimodal analysis to understand the specific features of VR on students’ language learning (Dubovi, 2022; Friend & Mills, 2021) and intercultural communication (Rustam et al., 2020). Nevertheless, very little has been done to look into language teacher telecollaboration via VR technologies. This present study recruited student teachers of an additional language (LX) (Dewaele, 2017) from different geographical locations and cultural backgrounds to participate in a project aimed at cultivating their critical views on LX teaching and intercultural communication skills. The participants interacted and discussed LX teaching/learning issues in VR environments. Their interactions were video recorded and analyzed. By applying multimodal (inter)action analysis (MIA) (Norris, 2004) as the analytical framework, this study systematically unpacked the thematical saliencies and significant moments of the participating LX teachers’ intercultural interaction in the three VR meetings. Not only did they take on different approaches when hosting the meetings, but they also shifted attention/awareness during the intercultural communication processes. As communication became complex, they were challenged to overcome differences to reach the goal of collaborative LX teacher intercultural learning. Based on the findings and limitations of the present study, suggestions and caveats for future design and research of intercultural telecollaboration in VR environments are provided.

Посредничество при межкультурной коммуникации: «Необходимое зло» или нормальное явление?

Among the factors that have a decisive impact on the processes of intercultural communication, an important role belongs to translation. At the same time, in many cases, direct transmission from the original is absent or difficult, as a result of which there is a need for one or another kind of interlingual mediation. The purpose of our article is to consider one of the ways of such mediation — the so-called “second-hand translation” and those situations in which its use is the only possible. Examples of such translation, significant for the national culture, are considered, a detailed classification of the varieties of translation through an intermediary language is proposed. It is concluded that the traditional attitude towards them as a deliberately inferior kind of cultural interaction in some cases simplifies the real state of things. The study uses the method of philological analysis. The results of the work can be used in the further development of translation studies, as well as in teaching courses in translation theory and intercultural communication in higher education.

KONTRUKSI KOMUNIKASI ANTAR BUDAYA PADA KELUARGA BEDA ETNIS (ETNIK TORAJA DAN ETNIK BALI) DI KECAMATAN TOMONI TIMUR, KABUPETEN LUWU TIMUR, PROVINSI SULAWESI SELATAN

East Tomoni District, East Luwu Regency, South Sulawesi Province is an area with a pluralistic society, this plurality is characterized by the existence of community groups from various ethnicities, cultures, religions, customs and so on who live together for a long time and establish social relations The construction of intercultural communication in this study aims to find out how the process of intercultural communication occurs in families of different ethnicities and also how to establish harmonious family relationships. between these two ethnic groups so that it has a positive impact on building social harmony. This study was designed with a qualitative research with a phenomenological approach. Sources of data in this study are primary data and secondary data with data analysis with two data collection techniques, namely observation data and literature study. Data analysis in this study uses three stages, namely: reduction, data presentation, and conclusions. Checking the validity of the data is done by data triangulation. Based on the results obtained, it can be concluded that communication in different ethnic families can be built with intercultural communication. Because with intercultural communication, the two ethnically different families (Ethnic Bali and Ethnic Toraja) can understand each other's culture. In an effort to maintain inter-ethnic family harmony, several things need to be done including increasing inter-ethnic cultural education, increasing the intensity of inter-ethnic interaction and communication, assimilation, accommodation and also cultural adaptation

Intercultural Communications and Community Participation in Local Governance: EU Experience

This article deals with the identification of the most effective mechanisms, methods and tools for local governance in the EU through a high-level community participation in these processes in the context of building existing systems of intercultural communication. The essence and substance of intercultural communication is revealed with the help of well-known research methods, as well as the logical structure and systemic analysis. The main interdependencies in their implementation on the community structure are determined. The issue of determining the place of local governments in the system of intercultural communications at the territorial community level occupies an important place in the study. The main features of intercultural communication and their impact on community participation in local governance are revealed. An important conclusion is drawn that public demand is the main product of intercultural communication, while social capital is the main result. The relationship between the breadth of community coverage by intercultural communication processes and the depth of community participation in local governance processes is studied. This inclusiveness allows determining the civil society development level, the activity of its institutions, as well as the extent at which the goal of implementing good governance concept in a particular community is achieved. The intercultural communication is proved to be able to form a public demand system that the community presents to local self-government bodies as programme requirements for the state of territorial development. All this determines the further need to study social capital as an independent resource and additional potential that the community can offer through the network of social communications to local self-government bodies to improve the effectiveness of territorial development.
 
 Received: 27 June 2022 / Accepted: 28 August 2022 / Published: 2 September 2022

INTERCULTURAL COMMUNICATION BETWEEN BATAKNESE STUDENTS AND SUNDANESE STUDENTS AT PADJADJARAN UNIVERSITY

Intercultural communication is inevitable when entering the continuity of student life. Students from various ethnicities gather in one place to gain knowledge at the University. Padjadjaran University is one of the most popular universities in Indonesia. This study aims to determine how the intercultural communication between Sundanese and Batak ethnic students at Padjadjaran University. The theory used in this research is the process of intercultural communication and barriers to intercultural communication. This study uses a qualitative method. This study uses a phenomenological approach. The subjects in this study were 2 ethnic Sundanese students and 2 ethnic Sundanese students from Padjadjaran University and the object of this research was how the process of intercultural communication was and what were the barriers to intercultural communication. This study uses a collection technique, semi-structured in-depth interview. The results of this study show that intercultural communication of language is an important thing for the process of intercultural communication because the language itself is also an obstacle when conducting intercultural communication where students of ethnic Sundanese have difficulty regarding the Batak language on the other hand, ethnic Batak students have difficulties regarding the Sundanese language.

Komunikasi Antar Budaya Pasangan Kawin Campur di Indonesia

As the world opens up and multicultural interactions increases, the same applies to intercultural relationships. In Indonesia, especially in the capital of Jakarta, people from different backgrounds of culture even countries are often met and some, fall in love. The study aims to understand and discover how individuals married to someone who is from different culture live, and the process of intercultural communication happen in an intimate relationship of a marriage. The study uses qualitative methodology with interpretive paradigm. The result of the study shows intercultural marriages comes with just as many conflicts as in a monoculture marriage, but requires extra patience due to the different basic perspectives in approaching conflicts, and takes more time to adapt for the culture to assimilate to each other's. As the world opens up and multicultural interactions increases, the same applies to intercultural relationships. In Indonesia, especially in the capital of Jakarta, people from different backgrounds of culture even countries are often met and some, fall in love. The study aims to understand and discover how individuals married to someone who is from different culture live, and the process of intercultural communication happen in an intimate relationship of a marriage. The study uses qualitative methodology with interpretive paradigm. The result of the study shows intercultural marriages comes with just as many conflicts as in a monoculture marriage, but requires extra patience due to the different basic perspectives in approaching conflicts, and takes more time to adapt for the culture to assimilate to each other's.

Komunikasi Antar Budaya Pasangan Kawin Campur di Indonesia

As the world opens up and multicultural interactions increases, the same applies to intercultural relationships. In Indonesia, especially in the capital of Jakarta, people from different backgrounds of culture even countries are often met and some, fall in love. The study aims to understand and discover how individuals married to someone who is from different culture live, and the process of intercultural communication happen in an intimate relationship of a marriage. The study uses qualitative methodology with interpretive paradigm. The result of the study shows intercultural marriages comes with just as many conflicts as in a monoculture marriage, but requires extra patience due to the different basic perspectives in approaching conflicts, and takes more time to adapt for the culture to assimilate to each other's. As the world opens up and multicultural interactions increases, the same applies to intercultural relationships. In Indonesia, especially in the capital of Jakarta, people from different backgrounds of culture even countries are often met and some, fall in love. The study aims to understand and discover how individuals married to someone who is from different culture live, and the process of intercultural communication happen in an intimate relationship of a marriage. The study uses qualitative methodology with interpretive paradigm. The result of the study shows intercultural marriages comes with just as many conflicts as in a monoculture marriage, but requires extra patience due to the different basic perspectives in approaching conflicts, and takes more time to adapt for the culture to assimilate to each other's.

Räl-manapanmirr ga dhä-manapanmirr – Collaborating and connecting: Creating an educational process and multimedia resources to facilitate intercultural communication

Purpose: Yolŋu Ŋ(First Nations Australians from North-East Arnhem Land, Northern Territory) and Balanda (non-Indigenous people) often encounter communication challenges at a cultural interface during the provision of health and education services. To address these challenges, our project co-created an educational process and resources to inform and facilitate intercultural communication. During interactive workshops, participants and researchers from different cultural backgrounds reflected on their communication practice together in small groups. Reflection and discussion during the workshops were supported by multi-media resources designed to be accessible and resonant for both Yolŋu and Balanda partners. Participants explored and implemented strategies during intercultural engagement within and beyond the workshop. In this article we explain our processes of co-creating intercultural communication education and share features of our educational process and resources that resonated with participants from both cultural groups. Method: Our intercultural team of researchers used a culturally-responsive approach to Participatory Action Research (PAR) to co-create an intercultural communication workshop and multi-media resources collaboratively with 52 Yolŋu and Balanda end-users. Result: Collaborating (the power and value of genuine collaboration and engagement throughout the process) and connecting (the meeting and valuing of multiple knowledges, languages and modes of expression) were key elements of both our methods and findings. Our processes co-created accessible, inclusive, collaborative spaces in which researchers and participants were actively supported to implement intercultural communication processes as they learned about them. Conclusion: Our work may have relevance for others who are developing educational processes and resources for facilitating intercultural communication in ways that honour participants’ voices, challenge inaccessible systems, resonate with diverse audiences and create opportunities for research translation. Explanation of terms • Yolŋu are First Nations Australians from North-East Arnhem Land in the Northern Territory of Australia. • Balanda is a term used by speakers of Yolŋu languages to refer to non-Indigenous people. • First Nations Australians is used to include diverse Aboriginal and Torres Strait Islander peoples in Australia. This term recognises the identities of First Nations peoples who hold unceded sovereignty over their lands and waters. • The pronouns we, us and our are used to refer to the intercultural research team who are also authors (i.e. Emily, Gapany, Ḻäwurrpa, Yuŋgirrŋa and supervisors Anne, Lyn and Sarah). When sharing other people’s perspectives, or the voices of individual researchers, the text will specify whose voice is being shared.

Linguistic and Cultural Knowledge Acquisition in Terms of the Multimodal Approach To EIL Studies

The problem of linguistic and cultural knowledge correlation in terms of English as an International Language learning deserves special attention as one of the topical issues in reference to the new methods of knowledge and skills acquisition, required in the present-day global society. Language learning determined by particular cultural and conceptual bases faces new challenges in the case of EIL, as culture should be discussed within different terms in this connection and serve to achieve different educational goals. Within this context, culture is referred to as both the subject of studies and the means of learning. It is used as the source of information for EIL learners and helps to create a multicultural environment to facilitate the process of intercultural professional communication. Culture can be learned both from the point of view of similarity and its difference, which correlates with the basic tendencies in semiosic systems development. The use of modern information technologies as well as the lifetime learning mode in which modern citizens live and work seeks new approaches and methods of knowledge acquisition. The multimodal approach to language and culture deserves special attention from the viewpoint of EIL learning as it implicates elaboration of certain methodology that covers the whole complex of modes based on the use of the human senses abilities as well as different semiotic systems including language. The approach in question seems to be used for the purpose of educational process optimization, especially with reference to the purposes of EIL studies and the role of culture in this concern. To analyze the problem in detail and to demonstrate the validity of cultural knowledge application within EIL learning and teaching, the survey that included 3 questionnaires has been carried out on the basis of the materials presented by 62 linguistic (English philology) and 60 non-linguistic (Social sciences) students. The answers contained in the questionnaire enabled the authors to come to the conclusions as referred to the validity of multimodal approach application with respect to cultural and linguistic skills and knowledge acquisition within the scope of EIL learning and teaching.

ВИКОРИСТАННЯ МЕТОДИКИ CLIL У ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ

The processes of intercultural integration and communication, as well as the internationalization of the English language in the world, require a new understanding of teaching a foreign language. Therefore, the use of new productive techniques is an important aspect of education. At the present stage in all the progressive educational systems of the world there are significant changes in the methods of teaching a foreign language and the professional subject. The teaching priority has been shifted from mastering grammar and mechanical learning of the vocabulary, reading and translation to a more functional aspect. The aim of the article is to analyze the main aspects of ClІl methodology in teaching English, which corresponds to the important trends of the educational innovations of the 21st century. The CLIL methodology is the most rational at the stage of the formation and implementation of the multilingual education model as a sign of language integration. It involves a significant number of techniques suitable for all the academic subjects, and not only allows the students to communicate effectively using a foreign language in different areas of life, but also improves all the speech skills. This technology considers learning a foreign language as a tool for mastering other subjects, which allows developing the communication skills in a foreign language. The leading idea is based on the assumption that the adoption of CLIL technology in the period of intercultural communication will let the teachers use the modern information technologies, and join the European educational space. The implementation of CLIL elements is based on the experience of the Western countries and it is the most rational for the formation of the new education model. After all, CLIL can be applied in different forms and situations, as it covers different forms of teaching. The methodology provides a significant number of techniques that are suitable for all the subjects. It not only allows the students to communicate effectively using a foreign language in various fields of life, but also improves all the language skills. This approach develops critical thinking, creative potential of the students. The introduction of CLIL allows to broaden students’ horizons of trained subjects to the level of rapid adaptation to their future profession. The CLIL methodology helps teach a foreign language using topics and materials from other disciplines.

Intercultural learning through Chinese-American telecollaboration: results of a song sharing project

This study reports on the results of a semester-long Chinese-American telecollaborative exchange via WeChat, in which students from China and the U.S. shared thematically similar songs in their respective languages and discussed relevant cultural topics that were suggested by the students. Various types of qualitative data collected from the exchange (i.e. WeChat group discussion transcripts, videoconferencing audio recordings, final reflection journals, and end-of-semester interviews) showed that the students participated actively in the program and were able to engage in in-depth conversations on various topics with their partners through WeChat group discussion and one-on-one videoconferencing. Many students attributed their positive experience to the intrinsic ability of music to engage college students. In order to evaluate the students’ intercultural learning, Byram’s intercultural competence assessment model was adopted to guide the data analysis. Results showed that the students demonstrated evidence of developing four types of intercultural competences during the exchange: interest in knowing other people’s way of life and introducing one’s own culture to others, knowledge about one’s own and others’ culture for intercultural communication, ability to change perspective, and knowledge about the intercultural communication process, with particularly overwhelming evidence indicating the prominence of the first two types.

ТЕМАТИЧЕСКИЕ ГРУППЫ ЭВФЕМИЗМОВ С ГРАДУАЛЬНОЙ СЕМАНТИКОЙ В РУССКОМ ЯЗЫКЕ

The changes taking place in modern society are naturally reflected in the language. The place of euphemistic substitu-tions has always played an important role in communication: "unpleasant" and "uncomfortable" designations of pro-cesses, objects or phenomena are replaced by more appropriate ones in each specific speech situation. Euphemisms are constantly used in politicians' speeches, analysts' speeches and descriptions of economic processes, announcing mili-tary actions or presenting innovative implementations. Household subjects, human physiology and anatomy are un-thinkable without the use of descriptive phrases and formal improvement of the designated object and phenomenon.The purpose of this study is to consider the spheres of human activity and identify the main thematic groups of the use of euphemistic substitutions. The article analyzes the main features of euphemisms and the presence of graded semantics in the studied language units. The research uses the methods of search and descriptive analysis, classification and analytical approach. The relevance of this study is due to the use of a large number of allegorical vocabulary in modern Russian and the need to distinguish euphemistic substitution from distortion of the meaning of the utterance. The article clarifies the definition of the concept of "euphemism", highlights the main thematic groups of euphe-misms, examines the spheres of use and dissemination of this linguistic phenomenon, examines the influence of eu-phemisms on the process of intercultural communication. The presence of a gradual component in the considered lin-guistic units [euphemisms] and the description of the gradation scale in euphemisms is established for different reasons; the subjective contextual nature of a specific linguistic fact is revealed and, based on illustrative material taken from the National Corpus of the Russian language, the existence of measuring relations between denotation and euphemis-tic substitution, between euphemisms of the same word used in different communicative situations and with different stylistic connotations is proved.

Students skills development for conducting a productive intercultural communication

The problem of formation of students' intercultural communication skills is investigated. The factors that negatively affect the process of intercultural communication are determined, and algorithms for building productive intercultural communication of students are derived. The importance of the formation of students' skills of intercultural interaction through the development of cultural analysis of the communication situation and the development of strategies for conducting a dialogue of cultures is substantiated. The terms “hindrances” and “barriers” of intercultural communication are considered and it is concluded that they are close in meaning, but their difference is rather in the theoretical than practical sphere, and how in practice each of the communication failures can be considered from the point of view of different fields of knowledge. Special attention is paid to the importance of cognitive and affective components for the course of intercultural communication. It is emphasized that an important condition for teaching productive intercultural communication as a dialogue of cultures is the development and application of various methods and forms of work. The proposed methods of work are built in stages, while an important factor is the practical elaboration of the acquired knowledge, thanks to active and visual teaching methods that positively affect the development of students' personal characteristics necessary for the successful construction of a multicultural dialogue. This approach to solving the stated problem will allow students to realize the value of their own and other cultures, thanks to the penetration into cultural differences and mastering the practical skills of designing and conducting intercultural dialogue. The methods of formation of communicative skills for the successful conduct of intercultural communication are differentiated according to the tasks solved in the learning process in three directions: 1) didactic and empirical; 2) culturological, containing general cultural or culturally specific knowledge; 3) goal-setting (setting communication goals and ways to achieve it). Promising directions for further research are proposed.

АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЯЗЫКОЗНАНИЯ И КУЛЬТУРЫ ОБЩЕНИЯ

In the modern world, the process of effective communication is a demanded and integral phenomenon, while not without problems associated with a misunderstanding of speech, cultural and ethnic components, as well as the phenomenon of language in conjunction with the culture of communication and cognition. The article discusses some of the causes of communication barriers and inconsistencies on the part of linguistics, intercultural communication, linguoculturology in a single context, including due to differences in linguistic worldviews and concept spheres, as well as the effect of cultural stereotypes, features of national characters and communicative asymmetry, supposed similarities with the native culture and ethnocentrism. The problems of the culture of the language are indicated as a historically formed ethnic type of thinking and insufficient theoretical justification for the accumulated practice of the interaction of cultures, taking into account the fundamental constants of culture, reflecting the mental characteristics of nations. The proposed set of recommendations for effective communication, taking into account the peculiarities of the interaction of different cultures to overcome intercultural differences, in the form of a cultural barrier and conflicts, as well as questions regarding different conceptual (cultural or conceptual) pictures of the world, will contribute not only to the establishment of an intercultural communication process, but also to the abandonment of mutual positive imprint from interaction among representatives of different cultures.

ІНШОМОВНА ПІДГОТОВКА ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ДО ПРОФЕСІЙНО ОРІЄНТОВАНОЇ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article deals with the problem of foreign language training of students of non-core specialties for professionally oriented intercultural communication taking into account the peculiarities of the process of communicative intercultural interaction. Psychological factors that affect the effectiveness of foreign language intercultural communication are analyzed. The specifics of the process of foreign language intercultural communication and the features of the development of a new cultural consciousness, or secondary linguistic personality are described. The socio-psychological preconditions of foreign language training of students for professionally oriented intercultural communication are determined. These preconditions are the following: 1) the ability of the individual to perform various types of speech and thinking activities in terms of social interaction with representatives of other linguistic and ethno-societies and their culture; 2) the potential possibility to change the student’s consciousness, the coexistence of two different aspects of object vision and phenomena of the world, which are represented by two different languages and cultures, which provides the ability to understand “pictures of the world” of another social community; 3) psychological readiness of the student for the dialogue of cultures, provided by the development of his/her personal qualities that affect the success of professionally oriented intercultural communication. The emphasis is placed on the fact that the process of professional foreign language training should be aimed at the development and self-improvement of the individual, the disclosure of its reserved capabilities and creative potential, the formation of socially active and independent personality in the context of dialogue / polylogue of cultures. One of the ways to solve these problems is to shift attention from the educational process to its results, focus the education content on the competence approach and find the effective mechanism for its implementation to achieve the goals and results of educational activities. The scientific significance of the research lies in the generalization of theoretical provisions on the specifics of the process of foreign language intercultural communication and the peculiarities of the development of a new cultural consciousness, or secondary linguistic personality.

Intercultural communication competence

The study outlines the role of intercultural communication as a crucial component of diplomats and international professionals’ training, which increases the effectiveness of interaction with representatives of different cultures in performing professional duties. Conditions of civilizational development, achievements of science, innovative technologies, requirements of public life, the priority of foreign policy activity have led to the deepening of people's and cultures’ interaction. Because of such interaction of both individuals and cultures, diplomatic relations between different states have gained a special status. The diplomatic relations are based on intercultural communication as a tool of international cooperation aimed at promoting foreign policy interests of different states, as well as ensuring international cooperation and developing long-term formal and informal ties between government institutions, international actors, diplomatic missions, and political leaders. All these cause the intensification of intercultural communication processes that become systemic. With the research methods being study, analysis, and generalization, the study was aimed at revealing the concept of intercultural communication competence as the diplomats and international affairs specialists’ ability to choose and implement a speech act depending on the goals and content of professional speech through language, as well as mastery of communication strategies and tactics.