The Role of Intercultural Communicative Competence Formation in Teaching Foreign Languages to Students of Hospitality and Tourism Specialties.

Abstract

In this article, the authors argue that mastering a foreign language is closely related to acquiring national culture, which involves acquiring cultural knowledge, developing the ability and willingness to understand the mentality of native speakers of the language being studied, as well as the peculiarities of the communicative behavior of the people of the country. Achieving a new, modern quality of education, orientation towards the development of students' foreign language sociocultural competence, and their cognitive and creative abilities is one of the main tasks of modern education. The socio-cultural component in the content of foreign language teaching allows students to become familiar with the cultural heritage of the country whose language is being studied to compare it with the cultural values of their own country, which contributes to the formation of students' general culture. In the process of analyzing the methods mentioned above, their influence on the process of organizing and the effectiveness of learning, as well as in the development of a course in tourism, the authors concluded that such forms of work as project work, practical classes in the form of excursions, and the wide application of role-playing games could be called active forms of work in the classroom. They contribute to the most excellent involvement of students in the learning process and, therefore, to its assimilation. Thanks to this approach, students learn the socalled spoken anticipation, i.e., memorize and work out grammatically correct phrases to support conversation (ordering food in a restaurant, shopping in a store, passing through customs, etc.) without delving into grammar. The course also includes practical lessons with native speakers, as they contribute to the formation of correct stress and intonation, teach students to perceive the language by ear, and will be highly relevant for overcoming the language barrier. The authors concluded that using these methods and techniques in English classes contributes to the expansion and deepening of knowledge of the English language at a sufficient level to navigate in the field of tourism and hospitality. The developed methodologies will be effective for teaching project work skills, developing proper pronunciation, assisting students to overcome language barriers, and learning how to confidently and comfortably engage in conversation with foreign guests on various topics (such as the traditions and culture of the country, city landmarks, etc.).