THE ROLE OF PRAGMALINGUISTIC UNITS IN THE FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE
Abstract
In this article, the role of pragmalinguistic units in the formation of intercultural communicative competence is comprehensively analyzed from a linguistic and pedagogical point of view. In the context of globalization, teaching a foreign language requires not only mastering grammatical and lexical knowledge, but also understanding the pragmatic features of speech and their correct use in a cultural context. The study reveals the main categories of the theory of pragmalinguistics - speech acts, implicature, presupposition, discourse markers, etiquette formulas - what functional load they perform in the process of intercultural communication. The article analyzes the concept of communicative competence put forward by Dell Hymes and Michael Byram's model of intercultural communicative competence as a theoretical basis. The methodological significance of the theories of speech acts and implicature, developed by John Searle and H. P. Grice, in foreign language teaching is also highlighted. The research methodology used methods of discourse analysis, pragmatic analysis, comparative-cultural approach, and experimental-pedagogical observation. The results show that systematic teaching of pragmalinguistic units significantly increases students' speech flexibility, contextual sensitivity, and the effectiveness of intercultural communication. The results of the article serve as a theoretical and practical basis for the development of an innovative methodological model aimed at the formation of intercultural competence in the process of teaching a foreign language in higher educational institutions.