Methodological potential of linguistic and cultural materials in the context of the formation of intercultural competence

The article examines the methodological potential of linguistic and cultural materials in the context of the formation of intercultural competence of students. The formation and development of intercultural competence of students is the main goal of intercultural foreign language learning at the present stage. The most important tasks of intercultural foreign language learning are mastering students' own culture and forming an idea of a foreign language "alien culture", which creates the necessary prerequisites for integration into a multicultural environment and successful foreign language communication in a dialogue or polylogue of cultures. In the process of forming intercultural competence, an adequate and tolerant attitude of the student's personality to foreign language communication also becomes important. The linguistic and cultural component, which includes the use of various authentic linguistic and cultural materials in the educational process, plays an extremely important role in the process of teaching a foreign language in order to form and further develop the intercultural competence of students. The linguistic and cultural component of intercultural competence presupposes knowledge of real words, background, terminological, equivalent and non-equivalent vocabulary, as well as knowledge of phraseological units that are a source of national and cultural information. In addition, the linguistic and regional component provides knowledge of regional topics related to the history, geography, political system, economy, ecology, problems of immigration and integration, etc. of the countries of the foreign language being studied, and also includes textual material contained in educational materials on regional studies. In addition to the knowledge of lexemes and phraseological units with national and cultural specifics, the linguistic and cultural component of intercultural competence assumes possession of them and the ability to use them in various situations of intercultural foreign language communication, and also provides for reading authentic texts of regional and linguistic content.