УДК 378.091.21 
 
THE CONCEPT OF CULTURES' DIALOGUE AS A BASIS  
OF SPECIALIST INTERCULTURAL COMPETENCE FORMING 
 
Lytvyna Yu., Candidate of Pedagogical Sciences 
Tavria State Agrotechnological University 
 
Summary: The article examines the concept of dialogue of cultures. The 
article emphasizes the dialogue of cultures as one of the fundamentals of future 
specialists’ training. Some activities and resources for intercultural competence 
forming in the process of professional teaching are presented. 
Keywords: culture forming concept, dialogue of cultures, intercultural 
interaction, intercultural competence, intercultural communication. 
 
Introduction. Nowadays Ukrainian people strive to live in the society 
having all competences necessary for participation in political, social-economical 
and cultural life all over the world. There is a growing realization that profound 
change is needed to achieve a sustainable society. The process of globalization 
leads to the expansion of interaction between countries, nations and cultures.   
However, there are some obvious organizational and perceptual challenges 
to overcome. First of all, we need to develop political, cultural and economic 
systems which will protect and promote the human rights, freedom and equal 
opportunities for everyone, support cultural and religious diversity and facilitate a 
person to become a full-fledged community member in the rapid global society. 
Moreover, the development of the new curriculum for our educational 
establishments based on the principles of globalization, democracy, equality, 
cultural awareness and tolerance is caused by the radical changes being introduced 
in Ukraine. 
Thus, the professional training of a future specialist for participation in 
various intercultural interactions is very important. The life requests emphasize the 
culture forming concept of foreign language learning.  
Results.  As the aim of learning the culture forming concept of foreign 
language learning suggests mastering of foreign language for entering the 
intercultural dialogue, learning and involving into another culture. At the same 
time, a man has to be able represent his own culture to his interlocutor, i.e. 
personality’s intercultural competence. So, intercultural competence formed in the 
process of foreign language learning taking into account cultural and mental 
differences of native speakers is a necessary condition for the successful dialogue 
of cultures. 
We consider the intercultural competence of a future specialist as an 
integrative feature and combination of special knowledge, intercultural skills, and 
system of value orientations which are necessary for solving professional tasks and 
ensure the true communication in a situation of intercultural interaction in the style 
of cooperation and tolerance [2]. In the process of professional training the 
intercultural learning is aimed at forming their abilities of intercultural 
communication, dialogue of cultures. This suggests presenting such phenomena 
and notions as: principles of communication, main functions of culture, culture 
influence on communication perception and comprehension, effect of culture on 
human activity and society development. 
Forming and development of students’ abilities for the dialogue of cultures 
has to be implemented on the basis of principles of respect, tolerance to cultural 
differences and overcoming cultural barriers. This also means seeing what can 
unite us, refusing from stereotypes, applying knowledge on other culture for the 
deeper learning the own culture. It encourages both the awareness of belonging to 
proper nation and learning traditions and cultural peculiarities of other culture 
representatives.  
Nowadays, the dialogue of cultures is interpreted as penetration of other 
cultures’ senses. It is not just communication between different nations with 
different value dimensions and languages, but it is the communication with 
interpretation effort (transformation of senses, meanings, notions, images and 
symbols). The dialogue of cultures combines the awareness of cultural alternative, 
determination its absolute difference from the native one, non-understanding, fear 
and interest. Gradually people are becoming more tolerant to each other striving 
for learning themselves and establishing friendly relations which enrich 
participants of interactions [3]. 
According to M. Bakhtin, each culture tries to take into account the 
experience of other culture expanding its own experience range [1]. Besides, a 
person has a dialogue with others and himself changing himself. In the process of 
foreign language mastering students learn material which demonstrates language 
functioning in the natural environment, verbal and non-verbal behavior of native 
speakers in different communication situations and reveals some features 
connected with national customs, traditions and social structure of society and 
nation belonging. First of all, this should be carried out with the help of authentic 
materials (original texts, audio records, video films) which are normative from the 
side of the language support and the content of country study information. A 
student has to know not only lexical, grammatical and syntax features but he also 
needs to be able to react to talks of native speakers, use appropriate mimics and 
gestures, apply formulas of language etiquette and know cultural-historical 
peculiarities of a country the language of which is taught.  
Conclusions. Thus, foreign language leaning with elements of dialogue of 
cultures’ concept will assist to form pragmatic thinking of future specialists, 
officials, businessmen and scientists as it ensures the intercultural competence and 
opens up international professional opportunities. The learner builds up his 
competences taking interest in cultures of other countries. Learning languages in 
the context of cultural diversity enables students to satisfy specific communicative 
needs in their profession and develop their own personalities. The successful 
implementation of all above-mentioned principles and values, practice-oriented 
education and applying the culture of dialogue as a basis in developing curricula 
and learning process will help to prepare a graduate for functioning in culturally 
diverse academic and professional environments. 
 
References. 
 
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Вопросы философии. 1989. – № 6. – С. 29-43. 
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середовища / Т. Гринкевич, С. Цюра // Вісник Львівського університету. 
Серія педагогічна. 2005. – Вип. 19. Ч.1 – С. 156-165. 
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