The place of proverbs and sayings in the formation of students’ intercultural competence

Abstract

Mastering languages as a means of communication, as well as in the intercultural competencies
formation of other nationalities representatives is one of the main goals of modern education. The article
considers the possibilities of forming students ‘ intercultural competencies. To achieve results in teaching
a language to representatives of other nationalities, the student should have a concept, a representation
in the frame of this nationality. He should know the way of life, customs, etiquette, and history of the
people. Then there is interest and some questions. Thus the educational process is developed. Therefore,
in teaching languages, tasks and exercises should be built in a cognitive form. In this regard, the use of
proverbs and sayings occupies a special place in the formation of students’ intercultural competence.
This is a method that has long been used in the educational process. However, the current requirements
are completely different, now there is a period when the global space is rapidly developing, and the
younger generation is adapting to this one. It means that the educational process should be organized in
this direction. If until now language competence was considered from the depth, then now there is a high
demand for communication and cognitive competence.
Proverbs and sayings are a genre that has a deep content that determines the character, originality,
life, and everyday life of any nation. Their subject matter is extensive. Any nation’s wisdom and spirit are
reflected in proverbs and sayings. They are very short and precise in form, but they have a deep meaning.
Therefore, the differentiated use of proverbs and sayings on certain topics and in accordance with a certain
object will be effective in the lessons.
This study reveals and scientifically proves convenient ways of conducting work to improve student
the intercultural and communicative competence, as well as offers some ways to achieve success.
In conclusion, the methodological and didactic foundations are given. First, the scientific definitions
of intercultural competence are systematized and generalized, and its features are established. It takes an
important place in the organization of the lesson, in the preparation of exercises and tasks.