Development and testing of methods for the formation of intercultural communicative competence among students of linguistics

Abstract

Against the backdrop of increasing globalization and the intensification of international contacts, possessing only the linguistic aspects of a foreign language is no longer sufficient for successful professional communication. Intercultural communicative competence (ICC) is acquiring a key role; however, existing approaches in higher education to its development are often fragmented. This study was devoted to the development and experimental testing of a comprehensive methodology aimed at the targeted and balanced formation of the cognitive, affective, and behavioral components of ICC in future linguists. In a year-long pedagogical experiment, 86 third-year linguistics students participated, divided into an experimental group (EG, n=43) and a control group (CG, n=43). The experimental group was taught using an author-developed methodology that integrated interactive methods such as project work, case analysis, role-playing games, and online communication with native speakers into the practical foreign language course. The control group followed the traditional training program. The effectiveness of the methodology was assessed by comparing the results of pre- and post-testing using standardized tests, Likert-scale-based questionnaires, and the expert evaluation method of video recordings of communicative task performance. The results of the final assessment demonstrated substantial and statistically significant differences between the groups (p<0.001). The experimental group showed a significant increase across all indicators: the cognitive component grew by 62,6%, the affective component (tolerance and empathy levels) by 65.3%, and the behavioral component (practical skills) by 83,7%. In the control group, the corresponding increases were only 12,1%, 10,8%, and 18,4%, respectively. The most striking differences were observed in the development of practical behavioral skills. An integrative analysis of the results proves that the proposed methodology has a comprehensive systemic effect, ensuring the balanced development of knowledge, value-based attitudes, and practical skills. The study confirmed the high effectiveness of the developed technology as a ready-to-use educational product that can be recommended for widespread implementation in university practice. The introduction of this methodology will allow for the preparation of specialists capable of successful, effective, and harmonious communication in a modern multicultural professional environment.