Кроскультурна компетентність здобувача вищої освіти спеціальності «Журналістика»: практичний аспект

Abstract

The article clarifies the meaning of the concepts of «competence», «cross-cultural competence», and analyzes the main components of cross-cultural competence of students of higher educational establishment specialty «Journalism». A review of the works of Ukrainian scientists on the study of cross-cultural competence has been carried out. The concept of «competence» presented in lexicographic sources is considered. Researchers consider the concept of competence as «ability to self-improvement», «characteristic of personality», «availability of knowledge», «availability of a certain qualification», «availability of minimum experience», etc. Competence in work is defined as a quality of a person, his certain property, which is based on knowledge, experience, moral principles and manifests itself at a critical moment with the help of the ability to find a connection between the situation and knowledge in making adequate solutions to the outlined problem. It is emphasized that a specialist acquires competence not only during training, but also with the help of non-formal education, as a result of the influence of the environment. This is an acquired personality characteristic that contributes to successful entry into the life of modern society; an integrated result, which involves a shift of emphasis from the accumulation of normatively defined knowledge, abilities, skills to the formation and development of the ability to act practically, to apply the experience of successful activity in a certain field. Within the cross-cultural approach, three levels of competence are distinguished: communicative, linguistic and intercultural. It is noted that cross-cultural competence contains linguistic, cultural and psychological components, which are presented in such types of competence as speech, linguistic, social, socio-cultural, subject, discursive. Speech, combined, situational exercises and tasks aimed at mastering pragmatic and linguistic competence are important for the formation of cross-cultural competence of higher education students. During their studies, students of higher education must have language knowledge, skills in using language clichés in accordance with communicative situations, be able to interpret the behavior of the interlocutor, have appropriate ideas about the history and culture of the people, etc. It is also worth considering both the language component of cross-cultural competence and the ability to use acquired knowledge in various communicative situations, the ability to understand the behavior and peculiarities of the foreigner's thinking. We see the perspective of further research in the study of the linguistic socialization of the individual and the identification of the levels of formation of cross-cultural competence of the students of higher education.