Components of multicultural competence

• The motivational and valuable component of multicultural competence includes motives, purposes, valuable attitudes of the student, assumes the relation of future professional activity as value, need of the student for formation and self-education of the multicultural competence; aspiration for personal self-improvement.

• The cognitive component of multicultural competence of the student characterizes set of knowledge of culture, essence and ways of self-education of multicultural competence, practical foreign language skills; ability to systematization and generalization of knowledge.

• The activity component of multicultural competence assumes existence of abilities of intercultural communication with carriers of foreign-language culture, transfering of tools of self-knowledge and self-development to another, reflection of own activity and behavior.

• The emotional component of multicultural competence defines positive estimation of the pedagogical phenomena with a support on socially and personally significant values, ability to perceive inner world of another person and to identify himself with him.

• Components of multicultural competence

• The substantial component includes:

• - language material and skills of mastering of it;

• - a complex of the special abilities characterizing the level of practical acquisition of a foreign language;

• - system of knowledge of national and cultural features and realities of a target language and ability to use them in various spheres of speech communication;

• - common cultural abilities, rational methods of mental labor.

• Activity component. The learning is one of kinds of activity. Actions of the student are directed to memorizing of material, formation and development of skills to use it in different types of speech activity. Participation in educational work promotes formation students' active life position, respect for people, and a product of their activity, assimilation of norms of cultural activity.

• The communicative component assumes interpersonal communication of the student with other participants of educational process; ability to perceive and generate foreign-language information according to the set or arisen communicative task which includes a situation of communication and communicative intentions, i.e. the training purpose.

• The motivational and valuable component provides formation of the valuable relation to future profession, development of conscious positive motivation to professional activity, awakens student's desire to become the professional in the chosen specialty, stimulates aspiration to creative self-realization.

• The intercultural component provides stage-by-stage realization of "dialogue of cultures" by means of inclusion of students in the intercultural communication with native speakers and cultures happening taking into account sociocultural differences of the modern multicultural world. We understand the dialogue of cultures as interaction providing adequate mutual understanding and spiritual mutual enrichment of representatives of various linguocultural communities.

• The emotional component assumes creation of favorable psychological atmosphere, emotional health of each student.

•

• I. V. Vasyutenkova. Components of multicultural competence: professional - culture of communication, technological (methodical), information, reflexive culture; culturological - knowledge and understanding of native, world, foreign language cultures, cultures of intercultural communication and mastering culture of the world; personal - defines set of the qualitative characteristics reflecting a moral position which penetrates all components of multicultural competence.

• E. M. Shcheglova. Components of multicultural competence: cognitive – development of samples and the value of world culture, including various national cultures, cultural and historical and social experience of various countries and the nation; the valuable and motivational component is directed to formation of valuable and orientation and social and adjusting readiness of students for intercultural communication and exchange, and also development of tolerance in relation to representatives of other cultural groups; the activity and behavioural component is aimed for the development of ability of the solution of professional tasks in interaction with representatives of various cultural groups.