CONCEPTUAL FOUNDATIONS AND STRUCTURE OF SOCIOCULTURAL COMPETENCE IN FOREIGN LANGUAGE EDUCATION

A theoretical analysis of academic literature indicates that the structure and content of sociocultural competence in future foreign language bachelors remains a subject of ongoing debate in pedagogical science. Researchers have approached this multifaceted concept from different angles, including the study of the relationship between language and culture [2], and the clarification of methodological approaches to its formation [1, 4]. Sociocultural competence is generally understood as a complex integration of knowledge, skills, and attitudes that enable effective communication in multicultural settings. Scholars highlight that a key component of this competence is the experience of interpersonal communication, which shapes the development of practical interaction skills and the ability to interpret and navigate diverse cultural contexts