Representatives Of Other Cultures Research Articles

THE NEED FOR CREATING AND DEVELOPING INTERCULTURAL COMPETENCES IN MODERN STUDY PROCESS

In this article authors present the development of intercultural competences as a part of study process. Organization of study process in the modern world is not confined within one institution or one country. Possibilities to study in different joint programmes or choose Erasmus courses are open for many students. Not only the language abilities, but also intercultural awareness and competences influence the quality of communication and level of understanding by the representatives of other cultures. Intercultural competences are one of the very important abilities that are also presented as the outcomes of new methods of education that should prepare students to cope with intercultural environment. Study process requires students to obtain various abilities (application of knowledge, research, special, personal, social). All these abilities are particularly important in conducting comparative research and adopting foreign experience. The article emphasizes that intercultural competencies in modern study process can be assessed on two levels: the level of intercultural communication and intercultural level of scientific research. KEY WORDS: intercultural competences, lifelong learning, intercultural communication, intercultural research. DOI: http://dx.doi.org/10.15181/tbb.v67i2.848

Studies on competence in a multinational environment

In today's multicultural world and at the age of globalization it goes without saying that possessing language skills, intercultural competence, cultural intelligence, knowledge, skills, mindset, awareness and other essential skills, attitudes and competencies for effective communication is imperative. The article introduces the basic concept of competences, supporting and emphasizing the importance of linguistic and cultural competence with examples. The aim of this paper is to describe the process of the development of sociocultural competence and its components based on the analysis of many sources in the international literature. In the first part of the study, social, cultural, and linguistic competencies, as well as their diversity are analysed. Cultural diversity is underpinned by a variety of factors, including age, disability, ethnicity, gender identity, origin, race, religion, and gender, among others. Conceptual definitions of culture are also presented. We also deal with linguistic diversity that accompanies cultural diversity. The analysis of language, culture, and communication follows a brief description of communication competence. Cultural and linguistic competence is vital, as today peoples and nations are intensely intermingled, living in the same society and interacting in the workplace, so the problem of developing socio-cultural competence is currently of particular importance. The developed socio-cultural competence guarantees effective communication between cultures, i.e. proper interaction with representatives of other cultures. At the end conclusions are drawn and recommendations are made.

The issue of polycultural competence formation in Ukraine and Chine

The article deals with the search of the effective ways of the students’ polycultural competence formation process at Chinese and Ukrainian universities. The analysis of Ukrainian and Chinese scientists’ view scientific papers, give us possibility to state that polycultural competence is an integrative personal formation that includes the knowledge, skills, traits and values of a person. Polycultural competence facilitates one’s ability to interact effectively with representatives of other cultures on the basis of mutual respect, understanding and tolerance as well as the willingness to continue and to develop the diversity of cultural self-expressions in the context of a globalized society. The author proves that the basis of the polycultural competence formation is a foreign language. The effectiveness of such method as: reading, direct method, method of analogy and purposeful and practical methods in the process of polycultural competence formation while teaching foreign languages in higher education institutions inUkraineand Chine are described.

Foreign speech and communication with representatives of other cultures in contemporary fiction

Foreign speech and communication with representatives of other cultures in contemporary fiction

Applying action learning in the development of business students' intercultural competences

To cope effectively in diverse cultural contexts has become a necessity in the business world faced with contemporary challenges such as globalisation, internationalisation and multiculturalism. With the business environment being increasingly diverse, managers in multinational companies work across continents and time zones on global projects, connecting with colleagues spread out across the world. But what is it that enables individuals to interact effectively with representatives of other cultures? What skills are necessary for such interaction and how they can be trained in the academic setting? In an attempt to answer these questions this paper proposes the application of an action oriented method, focused on solving problems in a small group of multicultural learners, while developing their intercultural competences.

Creating Women Concept-Characters in P. Zagrebelny’s Fictional Discourse

The article focuses on the verbalisation of the concept woman in P. Zagrebelnyi’s fictional discourse. The artist is analysed, on the one side, as a linguistic personality with his features of psyche, as a representative of a language group, and on the other side, as a creative personality that uniquely represents himself in fictional discourse, creative dimensions with his features of communicative behaviour. The analysis of the concept is performed regarding the achievements of psycholinguistics, gender linguistics, lingua-cultural studies, pragmatically-oriented communicative linguistics, on the basis of anthropocentric and discoursecentric paradigms, that made it possible to identify senses in the structure of the concept and clarify the mechanism of their occurrence. Attention is paid to the writer’s fictional discourse, which is analysed with regard to principles of discourse-analysis. Therefore, extralingual factors that gave rise to certain lexemes representing the concept are crucial for the research. As a result of the study, groups of lexemes that constitute the concept and denote animals, birds, natural phenomena, pieces of land were revealed. Nouns that constitute a layer of military vocabulary and name psychological states and contain negative connotations were identified. Features characteristic of women representatives of Ukrainian culture are compared and contrasted with the descriptions of women representatives of other cultures. The language units, evoked by the mentality and mental outlook of Ukrainians, were analysed.

Genesis of adaptation processes of foreign students in Ukraine

The article is devoted to the research of the topical problem of the adaptation of international studentsin Ukraine. In the modern multicultural world international cultural, educational, economic and politicalrelations are intensively developing. The scientific, cultural, economic elites of different countries areconverging and cultures are interpenetrating. This leads to an increase in the social significance of foreignlanguages in the development of the modern personality and society. There is a growing need for fast andhigh-quality learning of a foreign language, including Ukrainian as a foreign language. Getting an education in a foreign country is accompanied by a number of problems, one of which is the social and culturalenvironment adaptation.The stage of pre-university training plays a major role in the further education of international studentsin Ukrainian universities, so the problem of adaptation at this stage is the most important. The task ofteachers is to make cultural, linguistic, psychological and social adaptation successful. It should contribute tothe quality of the learning process at the main faculties in the chosen specialty, and also to the formation ofthe personality of the future specialist.The article highlights the types of work with international students that help to soften and acceleratetheir adaptation to the new educational, linguistic, social and cultural environment. Extracurricular work hasan important role. There are excursions, culture trips, visits to museums, theaters, philharmonic halls, sportscompetitions, contests, trips to other cities of Ukraine, etc. It helps to relieve stress from meeting a newculture and education system, to bring together representatives of different countries and cultures.Coordination of actions of teachers of different education institutions is also dominant in creatingcomfortable educational conditions and contributes to the successful adaptation of international students tothe cultural and educational space of Ukraine.In the future, it is planned to create a Center for Intercultural Communication of Foreign Students atthe Faculty of International Education of the National Technical University "Kharkiv Polytechnic Institute",which will help to reveal the creative abilities of international students and get acquainted with the originalUkrainian culture. The activities of the Center will help to form a comfortable social-psychologicalenvironment, to cultivate a tolerant attitude towards representatives of other cultures and religions throughthe participation of students in multinational group activities.&nbsp

Development of Intercultural Communicative Competence of Future Specialists in the Field of Information Technologies in the Process of Foreign Languages Learning

Intercultural communication practice proves that effective communication with the representatives of different cultures involves not only knowledge of phonetics and lexico-grammatical structure, but the culture of the learned language as well. Therefore, the purpose of the study is to investigate and describe the essence of the term “intercultural communicative competence” and show the materials that promote its development. It is proved that the introduction of competence, communicative, and intercultural-based approaches facilitate the achievement of the set purpose. It has been found that intercultural communicative competence constitutes a complex formation with a lot of components that allow people to choose necessary language and speech means according to the sociocultural context, choose the strategies and tactics of communication to achieve set tasks and mutual understanding with the representatives of other cultures. It is found out that specific principles (dominance of problematic cultural tasks, cultural variability, and cultural opposition) form unbiased attitude towards the multicultural world, teach to perceive and analyse cultural difference, understand the interconnection of language and culture and thus improve the language level. The effectiveness of such methods as conscious-comparative, audiolingual, and role-play has been confirmed. Their introduction promotes meaningful learning and makes the process of intercultural communicative competence development easier. Considering the fact that the basis of intercultural communication is language, culture, and personality, the following components of intercultural communicative competence are identified: value-based, cognitive, effective, culturological. Exercises for intercultural communicative competence development of future specialists in the field of information technologies have been proposed. It is proved that the introduction of mentioned approaches, methods, and tasks has improved the maturity level of intercultural communicative competence. The practical value of the paper is in the fact that obtained results can be used in the process of foreign language teaching in any specialty

Peculiarities of marine engineers’ image formation according to the results of component-structural analysis of vocational training in marine institutions of higher higher

The structural components of the future marine engineers’ professional image have been identified in the article: motivation-targeted, content-oriented, reflective and communicative. Thus, under the motivation-target component, the authors describe professional motivation, satisfaction from material needs and a motive for personal image. In accordance with the requirements of the STCW Convention, at the operation level, the content-oriented component is indicated by sufficient future marine engineers’ competence in information technologies alongside their skills to use them. It has been determined that according to the communicative component, a bachelor-marine engineer with a high level of readiness for intercultural communication is more competitive in the labour market and has significant advantages as follows: can recognise and overcome barriers to intercultural communication; can anticipate and quickly resolve various conflict situations; can creatively use his / her knowledge in profession-related activities as well as ethical norms and rules of conduct with representatives of other cultures. It has been proved that in terms of forming the reflective component of the marine engineers` professional image, it is expedient to cover these components: sufficient theoretical baggage, which is formed by the future marine engineer within training and self-education; bringing practical skills of performing basic actions on ship equipment control to automatism; the ability to analyse actions, make decisions in dangerous and emergency situations, the ability to self-analyse their actions; the ability to draw conclusions based on the results of analysis and work experience, etc. The authors of the article pay attention to the urgency of the problem and the need to provide the educational process with scientific and methodological recommendations aimed at the formation of the professional image of marine engineers, which provides an integrated approach to solve the problem under focus, to involve academic staff and highly qualified specialists of seagoing vessels.

СОЦИАЛЬНЫЕ СЕТИ НА УРОКАХ РКИ КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ

With the advent of modern Internet technologies, the ways of teaching Russian as a foreign language are changing rapidly. Social networks become part of the educational process and serve as a tool for creating new creative tasks aimed at developing cross-cultural competence. Modern technologies help to prepare students to communicate with representatives of other cultures, create situations that are close to those that exist in the natural cultural environment. This article discusses ways to use social networks to develop cross-cultural competence.

РОЛЬ ІНШОМОВНОЇ ОСВІТИ У ФОРМУВАННІ МІЖКУЛЬТУРНОЇ ТОЛЕРАНТНОСТІ ОСОБИСТОСТІ

The article is devoted to the theoretical principles and practical aspects of the formation of person’s intercultural tolerance in the process of learning foreign languages. Based on the analysis of scientific sources, the significance and main features and components of intercultural tolerance, which is the basis of successful intercultural communication, are revealed. The characteristic features of a person who tolerantly carries out intercultural communication are determined, including: humanity, reflexivity, love of freedom, responsibility, flexibility, self-confidence, self-control, variability, perceptiveness, empathy, sense of humor. In accordance with the purpose of multicultural education – the formation of planetary thinking through self-awareness as part of ethnicity and culture as part of humanity – identified areas of study in foreign language education, based on the idea of language and culture and important from the standpoint of intercultural communication, namely: linguistics ethnolinguistics, linguocultural studies. The main tasks of foreign language education aimed at the formation of intercultural tolerance, which is the key to the success of international communication are defined: the development of axiological attitudes of the individual, enrichment of universal and national-specific values of the own and other cultures; expanding the boundaries of understanding the phenomena of human life, polyphonic worldview, based on the harmony of knowledge, feelings, creative actions; expanding the communicative range of the individual through interaction with representatives of other cultures. &nbsp

CONCEPTUAL FRAMEWORK OF THE MODEL OF FORMING INTERETHNIC TOLERANCE IN THE MULTICULTURAL ENVIRONMENT OF THE UNIVERSITY

The aim of this research is to study the state, dynamics and factors affecting the interethnic relations of young people in the field of education. This article discusses the conceptual foundations of the structural and content model of forming interethnic tolerance of young people in a multicultural environment of the university. Particular attention is paid to the study of new educational strategies and approaches that can create the desired socio-cultural and theoretical tolerance of representatives of other cultures, ethnic groups and religions. The research was a mixed method research and it made use of both quantitative and qualitative data. Secondary data for the article was derived from the scientific publications of other researchers and primary data was collected with the help of focus groups and indepth interviews.The 1000 participants of the research were carefully selected to represent nationals of other countries, culture and religion, to reduce the bias that sociological studies exhibit. The hierachy technique was used to analyze qualitative data. The authors present the results and analysis of sociological research for the analysis of interethnic tolerance of young people. It focuses on the psychological and pedagogical content of the phenomenon of interethnic tolerance, that can be taught to students in school. The authors offer evidence-based conclusions and recommendations on the organization of the process of forming interethnic tolerance of young people in a multicultural environment of the university.

THE IMPORTANCE OF TRAINING TECHNOLOGIES IN THE FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE SOCIO-HUMANITARIAN PROFESSIONS

The problem of formation of intercultural competence in future specialists of socio-humanitarian sphere in higher education institutions is actualized in the article. The review of modern scientific approaches to the definition of the term “intercultural competence” is made. Intercultural competence is attributed to the group of leading competences of both the personality and professional competences of the future specialist of socio-humanitarian professions. The content of intercultural competence with personal, informational and activity components is presented; its structural components including general cultural and cultural-specific knowledge, professionally-oriented skills and abilities, intercultural psychological perception, personal reflection and ways of subjective interaction have been identified and characterized. The levels and stages of personal growth of students towards the formation of a multicultural personality are revealed. The intercultural competence of the future specialist is presented as an integrative quality, which ensures his/her readiness for professional activity in the conditions of ethno-cultural diversity of the modern society. The importance of using cultural-directed socio-psychological training for the formation of intercultural competence in groups of students of other cultures, which consistently produces motivation and knowledge and enables their practical application in the students group in interaction with representatives of other cultures; contributes to the resolution of conflicts arising from ethnic diversity; generates positive-personal reflective processes to gain experience of professional interaction with representatives of other cultures; projects his/her own experience in the following situations of future professional activity, are described in the article. The criteria of forming (motivational, cognitive, activity, reflexive) professional intercultural competence of specialists in the process of using training technologies are described.

ФОРМУВАННЯ СОЦІАЛЬНО-ПСИХОЛОГІЧНИХ ТА ПЕДАГОГІЧНИХ СКЛАДОВИХ МІЖКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНИХ ПРОФЕСІЙ

Міжкультурну компетентність розглядаємо як здатність майбутніх фахівців ефективно взаємодіяти з особами, котрі є представниками інших культур та здійснювати результативну професійну діяльність з урахуванням різниці між стереотипами мислення різних народів.Ефективне формування міжкультурної компетентності в майбутніх фахівців соціономічних професій у закладах вищої освіти уможливлене за зреалізування освітніх технологій, що ведуть до розуміння студентами власної культури та набуття особистісного культурного світогляду; об’єктивного ставлення до культурних відмінностей між народами; отримання знань щодо різних культурних світосприймань; набуття міжкультурних комунікативних навичок. У структуру формування соціально-психологічних та педагогічних складових міжкультурної компетентності майбутніх фахівців входить когнітивний, афективний, операційний та поведінковий компоненти. Обґрунтовано, що розвиток когнітивно-пізнавальних мотивів у навчальній аудиторії є важливою умовою вивчення і розуміння інших культур, а відтак формування міжкультурної компетентності студентів закладів вищої освіти.У даній статті зазначено можливі шляхи формування особистісної міжкультурної компетенції майбутніх фахівців за допомогою ігрових педагогічних технологій. Визначено велику роль педагогічних ігор в навчанні студентів соціономічних професій, так як вони характеризуються значним науковим та практичним потенціалом. В процесі гри студенти закріплюють знання про культуру інших націй і народностей, отримують досвід використання набутих знань на практиці та осмислено виробляють шанобливе ставлення до представників інших культур. Установлено, що формування міжкультурної компетенції відбувається за дієвого рольового розігрування міжкультурних ситуацій з уривків літературних та наукових творів, розв’язання творчо спрямованих на інокультуру кейсів та професійних задач.Визначено практичну спрямованість міжкультурної компетентності майбутніх фахівців соціономічних професій, сутність якої полягає у здатності студентів розуміти, спілкуватися і ефективно взаємодіяти з індивідами, що є представниками інших культур.

TEACHING THE SPANISH LANGUAGE IN A CULTURAL ASPECT

In recent years, approaches to teaching foreign languages have changed, which is associated with the humanization and humanitarianization of the educational system. Increasingly, language is seen not as the primary means of communication, but as a way of knowing the values of other peoples and cultures. Learning a foreign language through the prism of culture is the basis of the cultural approach. The article considers this approach, defines its criteria, characterizes the methods and principles of this technology. The authors prove that the cultural approach reflects modern requirements for teaching a foreign language and allows students to master linguistic knowledge and communication skills, together with a whole range of cultural knowledge. In the framework of this approach, the object of education is culture, and speech becomes an auxiliary means of obtaining information. The cultural approach involves the formation of lingua-cultural competence - a system of knowledge about culture and the totality of abilities and skills to operate this knowledge in a specific speech situation. The article considers the role, content, and leading aspects of the cultural approach in the process of teaching foreign languages. The concepts of cultural approach and cultural education are considered. The functional features, tasks, and conditions for using the cultural approach in the process of teaching foreign languages are determined. Despite some differences in the scientific concepts discussed in the article, the conclusion about the necessity and importance of teaching a foreign language as a component of culture is universally recognized. It is concluded that these studies became major works that set the vector for studying a foreign language for the coming decades. The need to further develop issues of co-learning a foreign language and culture lies in the upbringing and educational potential: it contributes to a better understanding of different cultures, helps to realize the diversity and richness of cultures, and to understand the native culture better. This phenomenon will influence not only the formation of the cultural identity of students but also allow them to obtain the necessary skills and abilities to communicate with representatives of other cultures.

Grammar component in the structure of students’ language education

In the article the author views the peculiarities of formation of sociocultural literacy that seems to be knowledge of national and cultural characteristics of the country of the studied language, the culture of speech behavior. Its structure contains value, cognitive, activity and subjective-personal aspects. Studies have proven that the presence of social literacy contributes to the actual self-realization of a person. However, until today in the scientific community there is no exact definition of the concept of "literacy". Today, the quality of literacy has changed in connection with the development of society and the needs of the individual; it should contribute to its inclusion in the cultural life of the country for its progress and its self-development. Sociocultural literacy is a matter of the general education of a person who is not only able to solve normative problems in a quality manner, but also those that are dictated by global social processes, integration into the world community. In the article the author defines literacy as preparedness for development, and competence as a level of culture. Thus, she proves the necessity of relying on cultural and competency-based approaches to the formation of students' sociocultural competence, which will be facilitated by the synthesis of the activity and personality components of readiness for a certain behavior during communication with representatives of other cultures.

Etiquette traditions of the webinars for teachers / learners of English

The verbal and nonverbal markers of etiquette traditions in the webinars for modern English language learners are described and systematized with regard to their linguocultural aspects. One of the stimuli for this research is the growing interest in learning the English language through Internet technologies, especially through webinars, which are currently one of the most popular ways of learning by the Internet strategies. Another impetus for this study is the importance of using the correct speech behavior formulae within the English-speaking communicative environment. These speech formulae are a must for the effective communication of both native members of the English culture and representatives of other cultures. The present research project is aimed at systematizing verbal and non-verbal trends in the sphere of communication based on the webinars scripts intended for learners of English. The research materials embrace the webinars presented by famous British scholars in teaching foreign languages. These scripts are taken from the websites and portals such as British Council, Cambridge English, Macmillan education, Education First, etc. that are extremely popular among methods providing teachers of English from all over the world. The data obtained and studied in terms of discourse analysis are evidently showing that the key trend in learning English today focuses on the methods providing the formation of effective conversational skills through various authentic communicative situations. These webinars are traditionally focusing upon conversational techniques, speaking/spoken English vocabulary, fluency of speaking etc. The webinars scripts are considered in terms of basic characteristics describing the moderators way of communication with the audience. The article is aimed at studying modern trends in the English educational discourse through webinar etiquette traditions which demand a thorough knowledge of cultural background and a good command of conversational English.

Multifaceted Problems of Intercultural Adaptation: A Case Study of Chinese Students in Ukraine

The paper is aimed to indicate the multifaceted problems that international students, in particular, those who belong to non-European intellectual traditions, meet at Sumy National Agrarian University, Ukraine. The authors examined the scientific works concerning Chinese students’ intercultural adaptation experience in foreign universities. It was found out that successful intercultural adaptation process depends on effective interpersonal communication, which improves language proficiency, motivation, and promotes students’ interaction with representatives of foreign cultures. Interviews and questionnaires with the international students were compiled and processed to determine the main problems of adaptation from physiological, socio-psychological, socio-cultural, academic points of view. The data for the survey was collected through observation over the participants, focusing on students’ ability to keep the norms and rules of behaviour in Ukraine; ability to establish and maintain ties with the representatives of other cultures; ability to overcome intercultural tension in the process of communication. Thus, it has been concluded that intercultural adaptation can be successful only in the process of psychological, social, and cultural accommodation of international students, which can be gained with the following strategies: social facilitation, cultural awareness, psychological and pedagogical support, effective organization of interpersonal communication of students in the academic group, dormitories, communication with lecturers both at classes and outside the university.

Лінгвокультурна компетентність майбутніх фахівців як ключова в сучасному освітньому просторі

The article is devoted to the theoretical justification of a linguacultural competence of future specialists as a key competence in current educational environment. The author determined the essence of the key concept of “linguocultural competence” as a key competence, which involves knowledge of the historical, cultural, regional geographic features, ethnocultural background of the country, expressing the tolerance, respect and understanding of the sociocultural characteristics of representatives of other cultures; identification of social responsibility regarding their own behavior as a citizen of the Ukrainian state. It has been revealed that in the conditions of intercultural communication, future specialists should not only interpret another culture, but also be aware of themselves as part of Ukrainian culture, be true representatives of their native culture. The basis of worldview and understanding of each nation is its own system of subject values and social stereotypes. It has been studied that norms based on a moral code contribute to the formation of cultural values in the form of generally accepted, standard patterns of human behavior and actions in a particular society, that is, they are a kind of standards of expected behavior in typified situations and, subject to acceptance by the individual, is its regulator behavior. In fact, it is impossible to see the culture itself, its manifestations are noticeable only in behavior, actions, judgments, reactions or in a clothing style. It is proved that the linguacultural competence of future specialists as key in the current educational sphere involves: knowledge of historical and cultural material (historical and cultural heritage, ethnocultural background) knowledge of lexical units with national and cultural semantics; knowledge of the features of writing; ability to navigate in a multicultural world, while showing tolerance and respect for representatives of other cultures; knowledge of behavioral interlocutors of other cultures and the ability to adequately assess behavior, put oneself in the place of others; knowledge of the linguistic features of another sociocultural environment and the ability to build relationships with people of other sociocultural spheres and to exercise diplomacy in order to maintain a dialogue of cultures.

Міжкультурна компетентність в умовах інтернаціоналізації вищої освіти

The article analyses higher education internationalisation processes in Ukraine, that is aimed at ensuring its quality through the implementation of international standards of education, academic mobility of students and teachers, international scientific events and projects, joint research with scientists from foreign universities. The development of higher education internationalisation and academic mobility in Ukraine, based on the processes of intercultural communication, should contribute to the formation of professional competence of students, preparation of young people for life, learning and work in multilingual and multicultural world. Intercultural competence involves knowledge of the characteristics of another culture and its values, the specifics of the process of intercultural communication with representatives of other cultures, the ability to establish intercultural interaction on the basis of tolerance for differences in the communicative behaviour of its participants. For effective international cooperation it is necessary to acquire the ability to promptly and flexibly choose foreign language tools according to the rules of intercultural communication. A high level of knowledge in foreign language, especially English as a language of international communication, in the context of higher education internationalisation ensures the acquisition of quality education and further self-realization of students and teaching staff. Academic mobility is an integral feature of modern higher education. The intensity of international communication is evidenced by the active mobility of students and teachers, the increase in academic exchanges between higher education institutions, joint scientific events and projects, research and publications of academia in the world. The task of developing the internationalization of higher education and academic mobility in Ukraine is particularly relevant in connection with the implementation of the provisions and principles of the Bologna process aimed at ensuring the quality of higher education, the formation of intercultural and professional competence of students. In the context of internationalization of higher education, future participants of academic mobility should acquire intercultural competence, which implies knowledge about the characteristics of another culture and its values, the specifics of the process of intercultural communication with representatives of other cultures, the ability to establish intercultural interaction on the basis of tolerance of participants to differences.