THEORETICAL BASIS OF THE FORMATION PROCESS OF INTERCULTURAL COMPETENCE OF FUTURE SPECIALISTS: FOREIGN EXPERIENCE

The process of globalization has covered all the spheres of human life. In the context of interaction of cultures a large number of people take part in international political, economic, educational and professional organizations, international forums and conferences, work in international companies, are educated in different countries of the world, travel, etc. As international experience shows, in order to efficiently support these diverse and multi-level contacts and forms of communication, it is necessary not only knowledge of the language, but also knowledge of norms, rules, traditions, customs, different culture, etc. Therefore, the issue of formation of intercultural competence is relevant today. Each state has its own specificity in its matter, therefore, we believe that we can get useful information and exchange of experience on issues of formation of intercultural competence of the future specialist. Until the mid-1980s, Western science has developed the notion that intercultural competence can be acquired through knowledge obtained in the process of intercultural communication. Such knowledge was defined as information about a specific science in traditional ways (Moosmüller), and total, which include the possession of such communication skills as tolerance, empathic hearings, knowledge of cultural universals (Barkowski). The topical approach in our research is to examine intercultural competence through the model. In foreign literature, models of intercultural competence (Sporborg and Changnon) are divided into the following types: compositional models, co-orientational models, developmental models, adaptational models and casual models. One of the most famous in Western literature structural model is the model of intercultural competence presented by D.Diadorf in the form of a pyramid and consists of four levels. The structure of the model includes the following components: motivational factors, cognitive elements, skills and the context (contextual factors). The model of intercultural competence developed by Professor N. Bramham (University of Durham, United Kingdom), now is the most comprehensive and covers a variety of qualities, abilities and skills of the personality. According to this model, cultural competence consists of the following five elements: installation, knowledge; ability to interpret and correlate; the ability of cognizability and interaction; critical awareness of culture or political education. Summing up the scientific views of foreign researchers we conclude that intercultural competence of future specialists have their specific features and is an integral part of their professional activities.