ESSENTIAL CONTENT AND STRUCTURAL COMPONENTS OF “LINGUISTIC COMPETENCE” IN THE MODERN PARADIGM OF HIGHER EDUCATION

Abstract

This article is devoted to the analysis of the fundamental and structural components of the concept “linguocountry studies competence” within the contemporary paradigm of higher education. It is justified that language competence cannot exist without cultural background, and that intercultural communication requires not only knowledge of grammar and lexicon but also a deep understanding of historical, social, and cultural features of other societies. A review of domestic and international literature is conducted, revealing different interpretations of linguocountry studies (linguocountry knowledge), and its connections with lexicology, ethnolinguistics, phraseology, and cultural studies. The main structural components of linguocountry studies competence are identified: content (country knowledge, background knowledge, linguistic knowledge), operational (skills and abilities for verbal and nonverbal communication), communicative (interpretation of cultural information, appropriate responses in diverse sociocultural situations). The article demonstrates that developing such competence is central to the competency-based approach in higher education and contributes to forming learners capable of full intercultural interaction, critical thinking, and cultural reflection. The analysis persuades that despite the existence of various approaches to defining and structuring linguocountry studies competence, increasing attention should be paid to methods of its formation through authentic materials, interculturally oriented tasks, and interactive learning forms.