CONTENT AND STRUCTURE OF MULTILINGUAL COMPETENCE OF STUDENTS

The article explores the reasons to form a multilingual competence of students and underlines that multilingual education provides full development of a human personality. The communicative competence of multilingual students consists of the following key competences: strategic, linguistic and sociocultural. Students who obtain a strategic competence can successfully apply cross functional, communicative and learning strategies. This competence implies a high level of consciousness and independence of students in the process of developing their individual way of learning languages. Besides, it is necessary to take into consideration personal characteristics of students and include self-cognition as an element of multilingual education. Linguistic competence activates the following components: lexical, grammatical, semantic and phonetic. A distinguishing feature of the multilingual linguistic competence is perception of a language as a system, the ability to compare linguistic elements of different languages and see similarities as well as unique specifics of languages. Sociocultural competence of students implies willingness to interact with people of other cultures, the ability to hold intercultural communication and behave appropriately in different social situations. The process of acquiring this competence is realized through the following steps: cultural identity, understanding of culture as a theoretical construct, ability for cross-cultural interaction.