Маженов Бакытжан Турдахынович, Жайтапова
Алтынай Алибековна
Казахский университет международных
отношений и мировых языков имени Абылай хана
Concept and essence of intercultural communicative competence
Description to the formation
of intercultural communicative competence is given. Communicative competence
integral parts are observed. There is shown the scientists' definitions to
intercultural communicative competence.
Keywords: intercultural communicative competence, culture,
formation, subcompetences
Formation of
intercultural communicative competence, readiness to real foreign language
communication, is central purpose of the teaching of foreign languages
at the present stage. Competence is understood as ability to
perform activities on creatively formed motivation, personal qualities, ability
to use regulatory acceptable patterns of behavior in the professional field.
Mastering competence creates a basis for the development of professionalism and
skill. [1]
The term
"communicative competence" was created by Dell Hymes (1972) [2, p.35]
on the basis of specific concept of N. Chomsky "linguistic
competence", which is used by scientist to nominate a inner mental
grammar of the individual, arguing that language is presented here in the form
of an abstract sets of rules, which is most clearly reflected in the individual
unconscious intuitive representations of language [3, p. 154]. The communicative
competence D.Hayms defined as inner knowledge situational appropriateness of
the language [4, P.268-293].Thus, communicative competence involves knowledge
of relative and other languages, providing possession of ways of interaction
and communication skills with people, the performance of different social roles
in society, and the ability to use different communication objects to resolve
specific situations.Communicative competence has completely clear structure,
the main components of which are the various competencies characterizing her
from different angles and giving total, fairly complete characterization of
"foreign language communicative competence."
In methodological
literature the integral parts of communicative competence are defined differently.
D. Hymes singled out the grammatical, sociolinguistic, strategic, discursive
competence in the structure of communicative competence. However, the integral
parts of communicative competence can be defined differently:
-Linguistic,
sociolinguistic, pragmatic competence [5, с.25]
-Linguistic, discursive,
pragmatic, strategic, socio-cultural competence [6, с. 37]
-Linguistic, pragmatic,
sociolinguistic, socio-cultural, discursive competence [7, с. 128]
-Linguistic, socio-cultural, educational and strategic competence [8, с. 32-38]
-Lingual, speech,
sociocultural, compensatory, educational and cognitive competence [10, с. 30-33]
-Linguistic, pragmatic,
cognitive, informative competence [11, с. 9-15]
-Linguistic,
sociolinguistic, socio-cultural, strategic, discursive, social competence [12, с. 204]
-Linguistic,
sociolinguistic, discursive, strategic, socio-cultural, social, psychological
competence [13, с. 109].
Revealing the essence of
the concept of "intercultural communicative competence", O. Leontovich
underlines that intercultural competence "is a conglomeration of three
components: linguistic, communicative and cultural competence. We share the
statement of A. Leontovich on qualitatively whole new education, "which
has its own characteristics, different from each of the components taken
separately" [14, p. 32-33].
According S.S.Kunanbaeva
the intercultural communicative competence includes the following
subcompetences: lingual cultural, social, social cultural, conceptual,
personally centered, cognitive and communicative. At the present stage of
development of foreign language teaching methodology there is a necessity and
the need to strengthen the socio-cultural training component of intercultural
communicative competence.And it is absolutely justified. Learning a foreign
language, students are attached to a different culture, "the teaching of
languages - it is always intercultural communication" [15,
p.155], G.V.Kolshansky noted that the inclusion in foreign language teaching of
the regional geographic elements, cultural information, reality, etc. does not
connected with the desire to make the learning process entertaining, but with
an inner necessity of the training process [16, p, 13].
Intercultural communicative
competence, as noted by N.D.Galskova covers mainly ontological aspect of
personality formation, while communicative covers its speech and language
abilities [17, p.7].Intercultural competence, according to G.V.Elizarova
statement is not identical to communicative competence of a native speaker; it
represents such ability that allows the language personality to go beyond their
own culture and to acquire quality mediator cultures without losing their own
cultural identity [18, p.6 -7].There exists the fair opinion that intercultural
competence "permeates" all parts of communicative competence and
comes their background [19, p, 105]. Thus, the term "intercultural
communication", combining the terms "intercultural competence"
and "communicative competence" in a single unit, that means
"communication between people from different cultures" [20, p, 33].
At the same time communication partners are aware of the fact that each of them
is "different" and everyone perceives alternately
"foreignness" of the partner [21, p, 5-15].
Intercultural aspect needs
to be the content of communicative competence, the basic guideline for the
formation of communicative linguistic competence. It should be remembered that
«not all linguistic units, both lexical and grammatical level, have a cultural
component values» [22, p, 87].Therefore when determining the content of
training, the foreign language shouldn't be limited to only a culturological
orientation of speech subjects and communication situations.
Ability to communicate
within dialogue of cultures demands from the student existence of many private,
quite difficult formed, abilities:
1)
ability to put itself to the place
of others;
2)
ability to show an initiative on
establishment of cross-cultural contact;
3)
the ability to predict and identify
the sociocultural spaces, leading to misunderstandings;
4)
the ability to take responsibility
for removing of all kinds of cross-cultural misunderstandings;
5)
the ability to show diplomacy in
order to maintain a dialogue of cultures in the spirit of world;
6)
the ability to act as a full-fledged
representatives of the native culture;
7)
the ability to
self-learning to function independently in a multicultural world, using
socio-cultural strategy.
Such level of
proficiency in a foreign language, likely, can be considered ideal. Certainly,
it is necessary to aspire to an ideal constantly. But those who really fit to
the process of student learning to foreign languages will surely see how this
ideal level is far behind the capabilities of pupils.
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