Anthropocentric and Axiological Interpretations of Intercultural Communicative Competence in Modern Foreign Language Teaching Methodology

This article examines the anthropocentric and axiological dimensions of intercultural communicative competence (ICC) within the framework of modern foreign language teaching methodology. Drawing on the competency-based paradigm, linguistic anthropocentrism, and the process model of intercultural competence, the study argues that ICC transcends narrowly defined communicative skills and must encompass personal values, empathy, and cross-cultural reflexivity. Key theoretical constructs — including the "language personality" model (Karaulov, 2010), the "intercultural mediator" concept (Elizarova, 2005), and the process-oriented ICC pyramid (Deardorff, 2006) — are analysed and situated within the context of Uzbekistan’s ongoing reforms in foreign language teacher education. The article contends that effective foreign language teacher preparation requires a paradigm shift from knowledge transmission to the cultivation of culturally aware, reflexive, and axiologically grounded professional identities.

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