FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN TEACHING CHINESE AS A FOREIGN LANGUAGE

Abstract. The relevance of the article is due to the increasing mobility of Russian and Chinese educational institutions, in the context of the internationalization of secondary and higher education systems, an increase in the need for students to master the languages of the peoples of countries that are potential partners in education, economy, industry, and culture. With the development of economic globalization and the construction of the “One Belt, One Road”, exchanges between countries have become closer, and cultural exchanges have become more frequent. The development of intercultural communication skills is an important quality that students should possess in the Chinese International Education Talent Training Program. As a comprehensive ability, intercultural communicative competence is increasingly recognized and valued by society and plays an important role in teaching Chinese as a foreign language. Its strength determines the effectiveness of teaching Chinese as a foreign language. Therefore, teachers should focus on educating students about intercultural communication in the learning process, relying on the classroom content, improve language skills and abilities, and use Internet and additional lessons on foreign language culture learning to develop students’ intercultural communication ability. According to the professional work of the teacher, students can establish an equal and open view of intercultural communication, acquire relevant knowledge of intercultural communication, increase cultural self-confidence and have strong intercultural communication skills.

The authors of the article substantiate the necessity of considering intercultural communicative competence as the main goal of foreign language teaching to high school students; give a brief review of the history of the development of approaches to goal-setting in teaching a foreign language; analyze the existing models of intercultural competence; consider the concepts of “intercultural communicative competence”, “intercultural competence”, “communicative competence” from the point of view of Russian and Chinese scientists; present the cultural aspects that need to be taken into account when teaching Chinese as a foreign language; identify the main methodological provisions that increase the role of intercultural factors in teaching Chinese as a foreign language.

Keywords: intercultural communicative competence, teaching Chinese as a foreign language, intercultural competence, communicative competence