LINGUOMETHODIC FOUNDATIONS FOR DESIGNING A TRAINING COMPLEX FOR TEACHING ENGLISH AS A MEANS OF INTERCULTURAL COMMUNICATION

Abstract

The article focuses on the problem of designing a training complex for teaching future linguists English as a means of global intercultural communication. The peculiarities of realization of learner-centered, communicative-cognitive and competence-based approaches in it are revealed. It is stressed that the inclusion of the concept “World Englishes” in it will create a reliable basis for preparing students for real intercultural communication in a multicultural and plurilingual world. Students should get acquainted with different variants of English language, with their cultural background and rhetorical strategies. These will help to prepare them for the meeting with “otherness”, to develop their linguistic and cultural tolerance. The author outlines the importance of forming intercultural communicative competence which means the ability to communicate effectively in an intercultural context and includes linguistic, discursive, sociolinguistic, plurilingual, reflexive, strategic and cognitive subcompetencies. The paper offers a set of guiding principles for selecting text material for teaching, such as authenticity, problematic nature, information-educational and sociocultural value, absence of garbled cultural information and false cultural stereotypes. Special emphasis is drawn to the description of specific features of problem-based cultural tasks.