SET OF TASKS TO DEVELOP FUTURE FOREIGN LANGUAGE TEACHERS’INTERCULTURAL COMMUNICATION SKILLS

Abstract

The social order determines the necessity of foreign language teacher’s intercultural communication skills. In the
article it’s proposed to use a set of tasks to develop students’ — future foreign language teachers — intercultural
communication skills on the basis of the communicative-cognitive approach providing learners with exposure to
authentic material which reflects the verbal and nonverbal behaviour of proficient speakers of English. The set of tasks
consists of introductory, training and speech tasks. The introductory tasks (orientation, lingua-cognitive, search and
1st-level-reflective tasks) are used at the stage of introduction to intercultural communication; their goal is acquisition of
declarative and procedural knowledge which is necessary and sufficient to develop intercultural communication skills.
The training tasks (applicative, explicative, corrective and 2nd-level-reflective tasks) are done at the stage of training in
intercultural communication; they help students to acquire particular intercultural communication skills. The speech tasks
(discussion, role-playing and 3rd-level-reflective tasks) are offered at the stage of practice in intercultural communication;
they are aimed at the development of intercultural communication skills in their interrelationship and interdependence.

Table 1. Ref.: 3 titles.