Linguistic Competence as a Component of a Foreign Language Communicative Competence Model

У статті міжкультурна комунікація (МКК) розглядається як один із видів комунікативної діяльності, яка відбувається в міжкультурному контексті. Мовна компетенція є важливою складовою моделі іншомовної комунікативної компетентності. Мовна компетенція визначається як «знання мови» і включає організаційний і прагматичний компоненти. Ми розглядаємо проблему іншомовної компетентності в межах вивчення іноземної мови студентами вищих закладів освіти, це дозволяє зробити наступне припущення: викладач завжди виступає як представник культури тієї країни, мова якої вивчається, і вона певним чином відображається на його мовленні і мовленнєвій поведінці.In the article an intercultural communication (ICC) is regarded as one of the types of communicative activity that takes place in an intercultural context. In this study intercultural competence we understand as the ability to interact, and the ability to focus and to assess the situation, the ability to take into account the norms and values of other cultures, based on certain knowledge, skills, personal qualities, which are formed in the process of acquisition of practical experience in situations of intercultural contacts. System analysis allows separating such elements, as: the subject, the object, the ICC process, means of communication and it products. The subjects of the ICC are the representatives of different cultures; the object of their interaction is a fragment of the surrounding world, which is directed at their general communicative activities; the product includes specific results on cognition and transformation of the object (new knowledge, skills, experience of implementation of the ICC, etc. and psychological personality changes (motivation, strong-willed qualities, moral characteristics, etc.). Language competence is an important element of the foreign language communicative competence model. Language competence is defined as «knowledge of language» and includes organizational and pragmatic components. We consider the problem of foreign language competence within the process of study of foreign language students at higher education institutions, it allows to make the following assumptions: teacher always acts as the representative of the culture of the country whose language is being studied, and it is definitely reflected in his speech and speech behavior. Foreign language competence is a set of knowledge and skills that can successfully be used as a foreign language in professional activities and for self-education and self-identity. Every language lesson is the «Crossroads of Cultures», the practice of cross-cultural communication. Every foreign word reflects different world cultures, different view of the world, is driven by national consciousness of people. Specificity of the school subject «Foreign Language» is its interdisciplinary, multiple, active character. The role of the teacher in this case is seen in guiding discussions on forming a definite conclusion, making optimal decisions based on human values. Business games, role-playing dialogues staging, business meetings, and presentations require manifestation of intercultural tolerance and should be actively used in forming technology of ICC