Students skills development for conducting a productive intercultural communication

The problem of formation of students' intercultural communication skills is investigated. The factors that negatively affect the process of intercultural communication are determined, and algorithms for building productive intercultural communication of students are derived. The importance of the formation of students' skills of intercultural interaction through the development of cultural analysis of the communication situation and the development of strategies for conducting a dialogue of cultures is substantiated. The terms “hindrances” and “barriers” of intercultural communication are considered and it is concluded that they are close in meaning, but their difference is rather in the theoretical than practical sphere, and how in practice each of the communication failures can be considered from the point of view of different fields of knowledge. Special attention is paid to the importance of cognitive and affective components for the course of intercultural communication. It is emphasized that an important condition for teaching productive intercultural communication as a dialogue of cultures is the development and application of various methods and forms of work. The proposed methods of work are built in stages, while an important factor is the practical elaboration of the acquired knowledge, thanks to active and visual teaching methods that positively affect the development of students' personal characteristics necessary for the successful construction of a multicultural dialogue. This approach to solving the stated problem will allow students to realize the value of their own and other cultures, thanks to the penetration into cultural differences and mastering the practical skills of designing and conducting intercultural dialogue. The methods of formation of communicative skills for the successful conduct of intercultural communication are differentiated according to the tasks solved in the learning process in three directions: 1) didactic and empirical; 2) culturological, containing general cultural or culturally specific knowledge; 3) goal-setting (setting communication goals and ways to achieve it). Promising directions for further research are proposed.

intercultural communication, training, dialogue of cultures, modeling, cognitive training, case studies