Author
Listed:
- Liudmyla Holubnycha
(Doctor of Science in Education, Ph. D in Education, Full Professor, Department of Foreign Languages #3, Yaroslav Mudryi National Law University, Kharkiv, Ukraine)
- Ilona Kostikova
(Doctor of Science in Education, Ph. D in Education, Ph. D in Philology, Full Professor, Head of Department of Theory and Practice of the English Language, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine)
- Natalia Soroka
(Ph. D in Psychology, Associate Professor, Department of Foreign Languages #2, Yaroslav Mudryi National Law University, Kharkiv, Ukraine)
- Tetiana Shchokina
(Ph. D in Philology, Associate Professor, Department of Foreign Languages #2, Yaroslav Mudryi National Law University, Kharkiv, Ukraine)
- Inna Golopych
(Ph. D in Pedagogy, Senior Lecturer, Department of Ukrainian studies, Kharkiv National University of Internal Affairs, Kharkiv, Ukraine)
Abstract
The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.
Suggested Citation
Liudmyla Holubnycha & Ilona Kostikova & Natalia Soroka & Tetiana Shchokina & Inna Golopych, 2021.
"Intercultural Competence Development at Universities,"
Postmodern Openings, Editura Lumen, Department of Economics, vol. 12(1Sup1), pages 200-214, April.
Handle:
RePEc:lum:rev3rl:v:12:y:2021:i:1sup1:p:200-214
DOI: https://doi.org/10.18662/po/12.1Sup1/279
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JEL classification:
- H0 - Public Economics - - General
- I2 - Health, Education, and Welfare - - Education
- O0 - Economic Development, Innovation, Technological Change, and Growth - - General
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