Ministry of education and science of the republic of kazakhstan

«YOUTH – DRIVING FORCE OF EDUCATION, SCIENCE AND SOCIETY» 
October 25-26, 2019 
absence of ideas about the cultural component of meaning do not guarantee mutual 
understanding and effective joint activity. For this reason, achieving the main goal of 
communication — its effectiveness (obtaining a result) —is extremely difficult, which has a 
particularly negative effect on individuals [5] 
The difficulty in mastering cultural knowledge lies in the fact that in ordinary 
communication the cultural component of the meaning does not denote denotation, but refers 
to a particular cultural reality, it is far from always explicitly expressed and can be realized 
intuitively or suppressed by the available stereotypical cognitive models . 
Training for intercultural competence is a comprehensive educational process based on 
a holistic methodological and philological model, involving the analysis of cultural universals 
and oppositions, the selection of theoretical material reflecting current trends in language and 
language policy, the implementation of a set of educational and practical measures. 
The basis of the methodology for the formation of intercultural communicative 
competence is a cognitive approach, which implies the immersion of a learner in a pseudo-real 
problem situation, where a solution is sought with a subsequent analysis of speech and non-
speech actions. 
The analysis of a large number of professionally oriented texts and business situations 
makes it possible to single out the most frequent grammatical problems in the English language 
that require elaboration. Cognitive-activity based on the formation of the conceptual 
grammatical frames (in particular, the formation of the concept of time) and their assimilation 
in the system of communicative exercises is proposed as the main technique in the formation 
of the grammar based on intercultural communicative competence. It is important to compare 
grammatical phenomena in the cultural paradigm. 
The formation of intercultural communicative competence in teaching vocabulary 
should be based on a conceptual analysis. The objectives of the analysis are to diagnose the 
type of frame corresponding to the English lexical unit, identify its components, compare it 
with the corresponding concept in the Kazakh or Russian languages and create the system of 
exercises, aimed at updating the concept, a specific complex that determines the subsequent 
reframing. 
The principle of conceptual analysis is central to the formation of intercultural 
communicative competence. Corresponding to this principle is the requirement of a learner’s 
conscious attitude to the presented material. This principle assumes the maximum reduction of 
drills-type exercises, the possibility of widespread use by the teacher of exercises aimed at 
finding mistakes. The most important thing in the framework of this requirement is the learner’s 
ability to build the text and a discourse frames on the basis of analysis. 
When teaching business communication, the entire system of exercises should be based 
on the formation of frames that are implemented in certain communicative situations. The 
subject of communication is closely related to the speech behavior of subjects and determines 
the functional choice of the language means in the context of the activities of subjects 
(participants) of a communicative act. Therefore, in the broad sense, the subject-linguistic 
context of the situation can be considered as the subject of communication. The whole system 
of exercises includes information, in which the motive and goal is to obtain relevant cultural 
information, and operational, in which the motive and goal is to form speech strategies that take 
into account intercultural and professional components. 
When teaching written language in business communication, taking into account the 
cultural component, attention is drawn to the correct design of the linguistic frame, which is 
created on the basis ofa conceptual analysis, including macro text structures, determination of 
thematic content constants, linguistic analysis at the microtext level, and allocation of constant 
elements of slots. In the structure of tasks, one can single out exercises aimed at the formation 
of strategic frames, where the dominant is a pragmatic frame. It is determined by the general 
intention, therefore, the main attention during training is paid to the formation not so much of 

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