Ministry of education and science of the republic of kazakhstan

«ЖАСТАР – БІЛІМ, ҒЫЛЫМ, ҚОҒАМНЫҢ ҚОЗҒАУШЫ КҮШІ» 
атты халықаралық ғылыми-тәжірибелік конференция материалдары 
25-26 қазан, 2019 ж.
 
be professionally prepared to participate in international communications, the ability to adapt 
to all and many personal characteristics of individuals. 
This article discusses the relevance of the task of developing intercultural competence - 
“the ability to allow a linguistic person to go beyond his or her own culture and acquire the 
qualities of a mediator of cultures without losing his or her own cultural identity”. At the same 
time, one of the central tasks of the current stage of studying the problem is the creation of the 
concept of a cognitive approach to the formation of intercultural communicative competence 
and, ultimately, competence. 
Adequate speech behavior in any professional format requires learners to master not 
only systemic-language knowledge, but also knowledge of the laws, customs, national 
mentality of the country of the studied language, since the mismatch of business cultures in the 
process of interaction means an imbalance in the work of decision-making mechanisms, self-
organization and conflict resolution . 
For foreign methodologists who have long been working in conditions of interaction 
between different cultures, the idea of including a cultural component is axiomatic [2]. The 
need to include cultural phenomena in the system of methodological measures for teaching a 
foreign language in schools and universities of various profiles is also noted by many well-
known scientists, which speak of a qualitatively new approach to the formation of foreign 
language communicative competence [3]. 
One of the main problems facing domestic scientists is the problem of goal-setting, that 
is, the development of a hierarchy of goals and objectives, the subordination of managerial and 
pedagogical tasks according to their functions and content.
The formation of foreign language communicative competence is one of the important 
aspects of the professional training. Professional communicative competence can be defined as 
the ability to solve communicative problems within a certain framework of many 
communicative situations. In terms of business communication, professional foreign-language 
communicative competence is the ability to solve business problems to achieve a specific 
business result in the context of a different business reality and a different culture. 
The structure of professional foreign-language communicative competence is quite 
complex and includes not only the linguistic component (possession of speech communication 
means), the information component (professional competence), but also the cultural component 
(background knowledge of communication partners and realities belonging to another culture). 
The process of adaptation of a learner to the characteristics of extralinguistic reality is 
understood by many methodologists as a process of acculturation of learners[4]. In the structure 
of a linguistic personality, a verbal-semantic level (lexicon) is usually distinguished and 
associated with knowledge of the language of communication. 
In intercultural communication, participants in a communicative act operate with either 
universal knowledge, i.e. knowledge inherent in all, or knowledge-regionalism, i.e. knowledge 
possessed by a certain contingent of people connected by a common history and location. In 
the latter case, it is about intercultural analogues. However, the main problem of acculturation 
is related to knowledge that does not coincide among the participants of communication 
because of their belonging to different cultures. In this case, they speak of background 
knowledge that differs from encyclopedic knowledge, in particular, in that they are not systemic 
and exist in the form of local associations. A number of researchers divide background 
knowledge into knowledge of realities (objects and phenomena of national culture) and 
knowledge of behavioral norms (etiquette), and collectively define it as the cultural literacy of 
a linguistic personality. 
According to the observations of G.V. Elizarova, despite the fact that modern 
communicative methods have ensured a high level of language proficiency shortcomings of the 
existing system have also been identified, in which there is no installation for the formation of 
intercultural competence. Communicative competence, fluency and correct speech in the 

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Materials of the international scientific-practical conference