Competence Muratkyzy Nuraiym

Introduction
The current stage in the development of the world community, characterized by

changes in the field of intercultural communication, causes a change of landmarks in
language education, the main among which is the formation of intercultural and
communicative competence of students. The modern school is faced with the task of
forming an oriented person who understands and appreciates the uniqueness of different
cultures, is ready to participate in intercultural communication and is able to live in
mutual understanding and cooperation with representatives of other nationalities in the
realities of the modern world. In this regard, the requirements for a teacher of foreign
languages are also changing, who must be able to carry out productive interaction and
act as a mediator of cultures, perceive reality through the double or triple prism of
several cultures at the same time and transmit their values to students.
Scientific research in the field of intercultural communication and the formation of
intercultural competence is carried out by domestic and foreign scientists: T. N.
Astafurova, O. V. Brezgina, V. A. Bryleva, 3. V. Vozgova, Yu. Garayeva, G. V.
Elizarova, M. G. Korochkina, A. Yu. Muratov, S. V. Mureeva, L. P. Pavlova, I. L.
Pluzhnik, G. E. Potorochina, O. V. Syromyasov, V. V. Safonova, S. G. Ter-Minasova,
V. P. Furmanova, I. I. Khaleeva, E. V. Yakovleva, M. Bennett, S. Bochner, R. Brislin,
V. Gudikunst, R. Porter, L. Samovar, M. Singer, K. Sitaram and others, as well as
domestic ones: Kunanbayeva S.S.,
Chaklikova A.T.
At the same time, the issue of the formation of intercultural and communicative
competence of future teachers of foreign languages in the context of digitalization of
education was not considered enough. An analysis of the practice shows that a
significant part of the graduates of foreign language departments of pedagogical
universities are not capable of intercultural interaction with representatives of foreign
cultures in the digital environment.
The purpose of the study is the formation of intercultural and communicative
competence of future teachers of foreign languages.
The objectives:
- develop a model for the formation of intercultural competence of future teachers;
- to develop pedagogical methods in the formation of intercultural competence of
future teachers of foreign languages;
The concept of “intercultural communication” was first formulated in the work of
G. Treiger and E. Hall “Culture and Communication. Model of Analysis" in 1954. E.
Hall's concept of dialectical unity and mutual influence culture and communication, the
cultural conditioning of communicative behavior has been widely recognized
throughout the world. Implying the identity of culture and communication, emphasizing
the sign function behavior of people, gestures and material products, E. Hall wrote:
"Culture is communication" [172, p.97]. In his understanding, intercultural
communication appears as "a special form of communication that requires deep
knowledge and skills, performing talent, outstanding abilities and a constant desire to
improve one's knowledge in this area" [120, p.295]. To do this, participants in
intercultural communication must have "linguistic, intercultural and communicative
competence" [120, p.295].
L.V. Kulikova understands intercultural communication as “intercultural
communication between representatives of various cultural and subcultural groups,
during which implicitly or explicitly the foreignness of communication partners is
manifested, affecting the result of communicative interaction” [78, p.25].
T.G. Grushevitskaya considers intercultural communication "as a set of various
forms of relations and communication between individuals and groups belonging to
different cultures" [38, p. 116].
The most complete definition of intercultural communication was given by I.I.
Khaleeva: “Intercultural communication is a set of specific processes of interaction
between people belonging to different cultures and languages. It takes place between
interaction partners who not only belong to different cultures, but at the same time are
aware of the fact that each of them is “other” and each perceives the alienness of the
“partner” [143, p.11].
Based on the above

model, there are four
stages, namely, input,
notice, practice, and
output. In English
language teaching and
learning, the input should
include both language and
culture
awareness and attitudes
towards interculture should
be improved
further. In term of practice,
the learner should practice
both language
skills and intercultural skills
equally. Finally, in the
output stage, the
learners have opportunities
to apply both linguistics
skills and
intercultural skills in their
authentic context.
Based on the above
model, there are four
stages, namely, input,
notice, practice, and
output. In English
language teaching and
learning, the input should
include both language and
culture
awareness and attitudes
towards interculture should
be improved
further. In term of practice,
the learner should practice
both language
skills and intercultural skills
equally. Finally, in the
output stage, the
learners have opportunities
to apply both linguistics
skills and
intercultural skills in their
authentic context.
Based on the above model, there are four stages, namely, input, notice,
practice, and output. In English language teaching and learning, the input should
include both language and culture knowledge. In the notice stage, as with language
awareness and attitudes towards interculture should be improved further. In term of
practice, the learner should practice both language skills and intercultural skills equally.
Finally, in the output stage, the learners have opportunities to apply both linguistics
skills and intercultural skills in their authentic context.
Language-culture
This reflects the view of language and culture which is closely intertwined, and it is the
foundation for the ICLT model.
Input
This teaching step is aimed at providing learners with language knowledge and
intercultural knowledge by exposing learners to a wide range of authentic texts and
sources (oral, written, and visual) about language and different cultures. The theory of
Krashen’s Comprehensible Input Hypothesis (Krashen, 1985) is embedded in this
teaching step to increase learners’ learning motivation by exposing learners to
comprehensible input that is understandable but one step beyond their understanding.
Notice
Based on their previous knowledge of language and interculture, learners are
encouraged to notice and make comparisons between unfamiliar features with known
ones. In addition, learners discuss the reasons for language and intercultural features as
well as their personal response to those language and intercultural features. This
teaching step, which is the next step of the knowledge scaffolding and constructing
process, utilizes the theory of Schmidt’s Noticing Hypothesis (Schmidt, 1995, 2001) to
help to raise learners’ language awareness and intercultural awareness and adjust their
intercultural attitudes by exposing learners to more authentic learning tasks / activities
so that they can attend to and notice unknown features of the input.
Practice
Learners have a variety of opportunities to practice short, supported and guided
communicative tasks about elements of the new knowledge in the two previous teaching
steps. Moreover, they have chances to practice using intercultural language strategies
for communication in accordance to their language and cultural needs. The theory of
Long’s Interaction Hypothesis (Long, 1985, 1996) is employed in this teaching step
foster learners’ ICC development by assisting learners to make use of their previous
comprehensible input to enhance their language skills (e.g., speaking, listening, reading,
and reading) and intercultural skills (e.g., abilities to interpret the meanings in the target
culture and relate them to one’s own and to interact with people from different cultures).
Output
At this stage, learners are able to produce the earlier input features and reflect on their
effectiveness and appropriateness. Furthermore, learners are able to explore further in
the new language and intercultural features by trying out new forms, expressions, or
strategies derived from the earlier input in actual language use through language and
intercultural tasks (e.g., project, drama, presentation, etc.). The underlying learning
theory is the theory of Swain’s Output Hypothesis (Swain, 1995, 2000) which aims to
raise learners’ awareness of a gap in his/her learning process. This may trigger a new
input for another process of the ICLT model as learners’ output is a process rather than
a product of their ICC learning.
Intercultural communicative competence

The ultimate goal of ICLT is to help learners to become intercultural speakers with ICC
who can interact effectively and appropriately with others from different cultures.
Within this ICLT model, the arrows among the components indicate the sequence of the
process, and the dotted arrows depict the interrelationship between the main part and the
foundation and the ultimate goal of the ICLT process.
Skills
Cognitive skills are the core skills your brain uses to think, read, learn, remember,
reason, and pay attention. Working together, they take incoming information and move
it into the bank of knowledge you use every day at school, at work, and in life.
Cognitive abilities are brain-based skills we need to carry out any task from the
simplest to the most complex. They have more to do with the mechanisms of how we
learn, remember, problem-solve, and pay attention, rather than with any actual
knowledge. For instance, answering the telephone involves perception (hearing the ring
tone), decision taking (answering or not), motor skill (lifting the receiver), language
skills (talking and understanding language), social skills (interpreting tone of voice and
interacting properly with another human being).
Sociolinguistic competence is also known as sociocultural competence. It involves

speaking or writing at an appropriate level of formality for the situation, observing
cultural norms with respect to conventions, and recognizing or using varieties or
dialects of English (Coelho & Rivers, 2004).
Context-communicative is development and defense of mono-projects, presentation and

defense of the main provisions of compression products, writing and defense of essays
and other types of written products.
Strategic thinking skills are any skills that enable you to use critical thinking to solve
complex problems and plan for the future. These skills are essential to accomplish
business objectives, overcome obstacles, and address challenges—particularly if they're
projected to take weeks, months, or even years to achieve.
Conclusion
To sum up this project focuses on the study of developing intercultural
communicative competence. Firstly, in this project, the teacher adopts the task-based
approach to specify the learning objectives stresses the input of intercultural knowledge.
Through the techniques, it is feasible to for English teachers to implement culture
learning in the foreign language educational context. In this study, the motivation of
students has been aroused and the four basic language skills have been well integrated
into this process. For most students, they acquire more language knowledge than the
traditional way of teaching. The teacher needs to be patient to students’ progress
because students need a long time to acquire the details and need a real situation to
testify their ability.

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Introduction

The current stage in the development of the world community, characterized by

Based on the above

Intercultural communicative competence

Sociolinguistic competence is also known as sociocultural competence. It involves

Context-communicative is development and defense of mono-projects, presentation and

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