Chapter I. Formation of the concept of intercultural competence and its structure

CONTENT
INTRODUCTION……………………………………………………………………2
CHAPTER I. FORMATION OF THE CONCEPT OF INTERCULTURAL COMPETENCE AND ITS STRUCTURE
1.1 Learning the concept of intercultural competence
1.2 Structure of intercultural competence
CHAPTER II. WAYS OF FORMING INTERCULTURAL COMPETENCE
2.1 From intercultural competence to intercultural competence
2.2 Formation of intercultural competence in the conditions of communication of cultures
CONCLUSION……………………………………………………………………...32
ТНЕ USED LIST OF LITERATURE……………..………………………………………..34


INTRODUCTION

CONCLUSION
Recently, methodologists, using scientific achievements, drew attention to the influencing nature of communication and put forward training in educational cooperation as the content of training .
In this situation, real conditions are created for the student to develop the ability to think independently, make decisions, find ways to solve problems, independently evaluate the result obtained and actually take responsibility for learning activities.
In the methodological literature of past years, this problem was solved by using the "natural desire of students" to activate the accumulated language material based on the development of mental and cognitive abilities in the course of analyzing and solving problematic speech tasks, independently posing the problem, finding a way to solve it.
Such exercises as communication of new information in the form of knowledge about objects and phenomena of the surrounding reality, description of events, actions, states; interpretation and meditation of what has been read, transactive tasks aimed at inducing actions to be performed with the help of language; interactive tasks that initiate speech activity, proposed by the methodologists M.P. Brandes, V.A. Buchbinder, J. Brown, E. Riesel, S.F. Shatilov, E. Shindels, J. Yul, contribute to the quality of foreign language proficiency and at this stage do not contradict tasks that have an impact on personality development.
Education around the world is considered as the most important factor in the formation and development of the individual as an individual. Education is a condition for the development of the personality of each child, ensuring the manifestation of his activity, independence, initiative based on genuine respect for his individual interests and needs, aspirations for creativity and success in today's rapidly changing world. It is this kind of education that is called student-centered. According to Yakimanskaya I.S., its main function is to reveal the individuality of each child, create conditions for its development, provide the formation of means for the formation of criticality, independence, initiative, creativity, their manifestation in thinking, behavior.