Methods of Forming Intercultural Competence in Students in English Language Teaching and Psychological Aspects

Abstract

In the article, the issue of intercultural competence, its separate components, the formation of this competence as a result of education, determination of its level, and evaluation was considered. In the era of the market economy, the Council of Europe has included intercultural competence in the list of very important competences to be acquired by future specialists - modern students. Direct assessment methods of intercultural competence are: portfolio, interview, observation, student diary analysis method and teacher's subjective assessment method. Before analyzing the listed methods, let's try to determine their common features: unlike indirect methods, direct methods evaluate the student's development and achievements qualitatively rather than quantitatively. That is why the information about the level of the formed competence obtained by the direct method is, as a rule, more detailed and is carried out as a result of an individual approach. This is mainly the advantage of direct methods. On the other hand, compared to indirect evaluation methods, these tools require more time to acquire, analyze, process, and prepare information. The article also considered the characteristic methodological difficulties, problems, advantages and positive aspects.