INTERCULTURAL COMMUNICATION IN FOREIGN LANGUAGE TEACHING: THEORETICAL AND METHODOLOGICAL ANALYSIS

Abstract

The article discusses the role of intercultural communication in foreign language teaching in the context of globalization and digitalization of education. Traditional and interculturally oriented teaching models are analyzed, and the cognitive, behavioral and affective components of intercultural communicative competence are identified. It is shown that traditional linguocentric approaches are limited to the formal acquisition of grammar and vocabulary and do not sufficiently develop the ability to interpret cultural differences. Interculturally oriented models include authentic texts, role-playing games, and virtual forms of interaction, which contribute to the development of critical thinking, empathy, and reflective competence. Particular attention is paid to the influence of the digitalization of the education process, including online platforms and multimodel tasks, on the formation of intercultural competence. The conclusion is made about the need for systematic integration of the intercultural component into foreign language teaching, including methodological support, pedagogical reflection, and digital adaptation. The result of the study is of practical importance for teachers, educational institutions, and developers of methodological programs.

Keywords

Intercultural communication, foreign language teaching, intercultural competence, digitalization of education, cognitive, behavioural and affective components, globalosation, educational technologies, virtual learning.