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The purpose of this study is an experimental approbation of pedagogical conditions aimed at ensuring the effective formation of intercultural competence among foreign students in the lessons of Russian as a foreign language. The effectiveness of the formation of intercultural competence by including linguistic information was revealed through an experiment using methods of observing students during the educational process, questionnaires, testing and conversations between students and teachers.
The most important goal of teaching a foreign language is the formation of intercultural competence, which includes both linguistic and socio-cultural competence, since intercultural competence cannot be formed without knowledge of the socio-cultural characteristics of the country of the language being studied.
According to the Federal State Educational Standards of Higher Education, a graduate must carry out his professional activity in the conditions of intercultural communication in various professional fields, must enter into intercultural communication and possess the skills and tactics of resolving conflict situations related to intercultural competence. Accordingly, the most important task of higher professional education is the formation of intercultural competence.
In this article, we pay close attention to the consideration of intercultural competence, which, undoubtedly, being a key competence in the study of any subject area, acquires special importance when teaching the language to students who are not native speakers, since teaching Russian as a foreign language at the university is designed to implement the interrelated communicative, cognitive and socio-cultural development of students using linguistic means.
Keywords:intercultural competence, professional competence, foreign language, culture, multiculturalism, educational process, communicative competence
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