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Abstract
This scientific article comprehensively analyzes the theoretical foundations and practical strategies for developing intercultural communicative competence (ICC) in the process of teaching English. In the context of globalization, academic and professional mobility, and the rapid development of digital communication technologies, English has become not only a linguistic system but also a universal means of communication connecting representatives of diverse cultures. Therefore, modern language education should not be limited to the formation of grammatical and lexical knowledge; it must also foster cultural awareness, tolerance, pragmatic adaptability, and intercultural thinking among students.
The study is structured according to the IMRAD model and examines the theoretical interpretation of ICC, the mechanisms for integrating it into English language instruction, and the effectiveness of relevant pedagogical strategies. Methodologically, the research is based on the competency-based approach, the communicative method, interactive pedagogy, and experimental research procedures.
The findings indicate that authentic materials, role-plays, case analysis, project-based learning, and reflective writing activities effectively contribute to the development of intercultural communicative competence. In conclusion, ICC is an integral component of English language teaching and plays a strategic role in preparing students for participation in the global communicative environment.
References
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