Abstract:

The purpose of the article is to analyze the methods of forming students’ intercultural communicative competence in the process of teaching the Chinese language.

In the modern globalizing world, there is regular intercultural interaction. World development trends (the increase of migration flows, the popularity of tourism, the development of business contacts between public and private enterprises of different countries, and the increase of participants in academic exchange programs between educational organizations) contribute to the advancement and deepening of cross-cultural relations. In this regard, communication with representatives of other cultures has become an integral part of human life.

The growth of intercultural contacts increases the importance of knowledge foreign languages. Currently, knowledge of one or more foreign languages increases the competitiveness of job applicants in the labour market and assists in establishing personal and professional contacts. At the same time, learning a foreign language is a complex process of processing a huge amount of information which contributes to the formation of individual abilities and personality traits.

Each culture is a unique and specific system of values, attitudes, and customs. The difference between one culture from others is substantiated by several factors (historical, geographical, political, etc.). National and cultural features are reflected in the process of communication with representatives of other socio-cultural communities and affect its effectiveness and results.

At present, there is a comparatively new concept of “intercultural communicative competence” in the context of the competence-based approach. The ability to communicate effectively with representatives of other cultures is one of the main requirements for future job applicants. in this regard, the main task in the process of teaching a foreign language is the formation of students’ intercultural communicative competence.

Features of the Chinese language, such as the absence of an alphabet, the combination of ideographic and phonetic ways of writing, and a large number of hieroglyphs counting more than 50 thousand, differentiate Chinese from other languages and complicate the learning process.

In the modern scientific community, there is no unified approach to the issue of teaching Chinese language methods. It can be noted that Chinese teaching methods are similar to any other foreign language teaching methods, which, in turn, ignore all features of the Chinese language and indicates the insufficient development of the research issue.

This article discusses a variety of approaches to understanding the concept of "intercultural communicative competence", analyzes the components and criteria for forming "intercultural communicative competence", and compares the methods of forming students' intercultural communicative competence in the process of teaching the Chinese language.

The study uses a combination of empirical and theoretical methods such as analysis, synthesis, comparison, and deductive methods.

The obtained results can be applied in practice as the theoretical basis for research work in the development methodology of teaching the Chinese language, aimed to form students' intercultural communicative competence.

Keywords:

Chinese language, intercultural communicative competence, foreign languages, foreign language teaching methods.