Linguistic prerequisites for the development of intercultural foreign language communicative competence of pre-service German teachers: lexical aspect

Introduction. The article deals with the lexical aspect as a linguistic prerequisite for the formation of intercultural foreign language communicative competence of pre-service German teachers. The attention is focused on the lexical and semantic diversity that constitutes the spiritual and material experience of German-speaking countries. Methods.The professional literature on the topic is analyzed in order to obtain an answer about the national and cultural labeling of lexical units. The regulatory concepts of German-speaking peoples are clarified. Purpose.The article emphasizes the grammatically correct use of lexical units in the discourse process. The article defines the identity of the people, primarily reflected in language at the level of lexis and phraseology. The author emphasizes the intercultural nature of the use of words, which appears where there are differences in its reproduction of the real-world picture by representatives of two foreign language cultures. The author emphasizes the importance of verbal and semantic means, enabling pre-service German teachers to develop their intercultural communication skills. The article introduces the verbal and semantic tools of German-speaking countries, whose national variants are the basis for the formation of intercultural communication. Results. Lexical and phraseological units are the first means of acquiring cultural knowledge about countries and forming linguistic and sociocultural competence. A number of examples of lexical units are given in accordance with the national variants of Austrian, Swiss and German. The author focuses on the use of normative literary German, which constitutes the educational and methodological basis for the formation of intercultural foreign language communicative competence, but recognizes the significance and spiritual heritage in the form of words. The article emphasizes the use of commonly used vocabulary, as it constitutes the lion’s share of the linguistic heritage of each nation. Examples of untranslated vocabulary and realia-words, realia-phrases that characterize the everyday life of German-speaking peoples are given. Conclusion. Thus, Teutonisms, Austricisms and Helvetisms as nationally labeled lexical units are described. The paremiological units of the German language, characterized by reproductivity and defining the traditions and customs of the everyday culture of the peoples of the language being taught, are singled out.