GERMAN-LANGUAGE ETIQUETTE IN DEVELOPING READING SKILLS OF FUTURE TEACHERS

Abstract

The article discusses the problem of teaching German speech etiquette as a component of intercultural foreign language communicative competence (IFLC) of pre-service teachers. It emphasizes that the effectiveness of communication depends on mastery of generally accepted norms of communication (greetings, introductions, etc.) that ensure constructive mutual understanding. Based on an analysis of linguistic literature, key phonetic, grammatical, and lexical means of etiquette are identified. Particular attention is paid to the comparative characteristics of etiquette formulas in German and Ukrainian in typical communicative contexts. The author interprets the concept of «intercultural competence» as an integral personal characteristic that enables effective interaction with representatives of other cultures. It includes the ability to understand national and cultural differences, traditions, value orientations, customs, and behavioral norms of other peoples. Intercultural competence fosters readiness to respect cultural specificities, to use cultural stereotypes in a productive way, and to collaborate successfully in an intercultural environment. An example of using German-language speech etiquette in the process of developing learners’ reading competence is provided. These etiquette features should be taken into account by the instructor when organizing the educational environment and building communication with learners. The theoretical foundations of speech etiquette in the context of intercultural communication during the formation of reading skills and abilities have been clarified. A system of German language tools necessary for correct speech behavior in the process of conducting a dialogue with students during reading has been presented. Linguistic and philosophical approaches to understanding language as a carrier of national code, which ensures the effectiveness of intercultural dialogue, are highlighted. Specific examples demonstrate the functioning of etiquette in pedagogical discourse, where the teacher acts as a mediator in the formation of linguistic personality. A conclusion is made about the importance of nonverbal components and cultural competence as components of national identity in the study of a foreign language.