Competence Approach and Methodological Basis for the Formation of Cross-Cultural Communicative
Competence approach and methodological basis for the formation of cross-cultural communicative competence
Gulnaz Abdullayeva
Gulmira Omarova
ANNOTATION
This methodological article is devoted to competence approach and methodological basis for the formation of cross-cultural communicative competence. The main aim of this article is to find out the ways and methods of forming student’s cross-cultural communicative competence in foreign language teaching process. Variety of tasks and exercises are given in this article too. There are some explanations of one of the teaching category of “competence”, the concept of “cross-cultural communicative competence”, and three interrelated competences such as language, speech and communication. Also the necessity of reviewing the methodology of foreign language teaching, its goals and outcomes, differences of cultures and cultural values are viewed in this article.
Key words: approach, competence, cross-cultural,communication,methodology of foreign language, communicative
Today, the world is on the way of interrelationextension, interaction between different countries, mutual understanding of peoples and their cultures. Regularities of the globalization process, as an objective factor, determine recognition of the priority of intercultural communication in the system of state international relations. Foreign languages are in competence constituent model of a modern specialist, in an effective component to prepare the young generation to life in the new multicultural world. The most important sphere of intercultural interaction is cross-cultural competence as the ability and willingness of the student of intercultural communication to an adequate interaction with other linguocultural societies. “
Competence” is a category of teaching. Competence is formed in the process of training and specialization. Competence attempts to go beyond the knowledge paradigm were made quite a long time, that is primarily reflected in those educational models that were tested (L.V.Zankov, M.S.Kagan, V.V.Kraevsky etc.)
Competence characterizes a certain level of qualification and includes three interrelated competence: language, speech and communicative. At the first place of the competence approach is not aknowledge butthe problem-solving skills, evaluating situations, designing action relations that require certain decisions. This means that it is necessary to go beyond the knowledge paradigm, expand the content of education, not only in quantitative but also in qualitative terms. The existing knowledgeeducationstructure is not set to person's function formation and training of the specialist with deep general cultural education, the ability to mobilize its personal potential for solving various social, professional and other problemsof moral reality transforming. This comes from the fact that changes in the social, informational, technological fields leadsto unilateral understandingof knowledge education,which in its turn loses efficiency and even expediency. It is associated with a change in the knowledge phenomenon and its relation to social practice [1].
There is a necessity of reviewing the methodology of foreign language education but it is predetermined so that reorientation in goals and outcomes of foreign language education, defined as the formation of the personality of the active "person of cross-cultural communication", it is impossible while maintaining the existing philosophy of foreign language education without going to the"cross-cultural communication" stage[2].
In the late 1990s there was the concept of "cross-cultural competence» inthe national methodology as an indicator of formation of a person's ability to participate effectively in intercultural communication and also as an important category of a new scientific paradigm.
To learn students to communicate but not only to understand a foreign language - is a difficult task, because communication is not just a verbal process. Its effectiveness depends on many factorsexcept knowledge of the language: the presence of deep background knowledge, knowledge of non-verbal forms of expression (facial expressions, gestures), etiquette, culture, communication and much more [3].
Each lessonof a foreign language is a crossroads of cultures; is the practice of intercultural communication because each foreign word reflects the foreign world and foreign culture. Therefore, students who study a foreign language usually try to participate in the communication. So,when learning the language, students simultaneously penetrate a new national culture and have great spiritual wealth.
“Cross-cultural communication” is an adequate understanding of the communicative act of two participants belonging to different national cultures.
The components of culture can be next one: 1) consumer culture, closely associated with traditions; 2) traditions and rituals; 3) the daily behavior; 4) "national picture of the world", reflecting the specific perception of the world.
“Cross-cultural communicative competence” promotes intercultural communication, and the ability to compare the cultures of their countries and the target language, the ability to take away all the valuable things from other cultures and societies [4].
In teaching foreign language such kind of question arises: What kind of material should be selected for the cultural minimum during foreign language classes?
The most effective exercises and tasks can be different authentic texts, tests, questions, work with movies, work with proverbs, phraseology, idioms, and etc.
Below we give written and oral speech exercises for students.
The Theme: «Electoral Systems and Political Parties».
Authentic text: «What Parties are and What They Do?»
Before reading: Lead in.
Task 1. You are given a text about political parties in the USA and people’s attitude towards their role in political system of the country. Before reading the text make a “Mind Map” including words which are connected with the political parties of the USA. Then compare your map with your partner. After doing all these tasks, answer the questions given below:
-What do you know about political parties in the US?
-How many political parties are there in the US? What are they called?
-What is the difference between the Democrats and the Republicans?
While reading:Task 2. Read the text and identify the main information which is important to understand the content of the text.
Post reading: Exercise 1. Read the text again and decide whether the sentences are true (T) or false (F).
1. The Founding Fathers were distrustful of political parties.
2. Anti-party feelings were so strongly held by the framers.
3. Political parties are the same in all countries.
4. The Democrats and the Republicans are decentralized organizations, regulated at the state level.
5. American parties depend for their electoral strength on public support.
Exercise 2. Develop a discussion in a small group by answering the following questions:
-What do you think of the political system of the USA?
-What do the political parties deal with?
-Do you like the political system of the USA? Why? Why not? Give reasons.
-Can you indicate any other country which has the political system like the USA?
Exercise 3. Work with your partner. Make a list of similarities and differences of political parties in the UK, the USA and in Kazakhstan. Compare your list with other students.
Exercise 4. Arrange a round-table discussion on the following topic:
“Which is better: monoparty or multiparty system in the society?”
References
1. Bolatov V.A, SerikovV.V Competence model: from the idea to the educational program. Pedagogy. Number 10, 2003. P. 8-14.
2. Kunanbayeva S.S Modern foreign language education: theory and methodology. Almaty, 2005.
3.Vereshchagin E.M, Kostomarov V.G. Language and culture. 3rd edition, Moscow, 1983.
4. Karasik V.I Linguistic Circle: Personality, concepts, discourse. - Moscow: Gnosis, 2004. p.390.