ФОРМУВАННЯ МІЖКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ УЧНІВ 5-ГО КЛАСУ У ПРОЦЕСІ ВИВЧЕННЯ КАЗКИ ЛЬЮЇСА КЕРРОЛЛА «АЛІСА В КРАЇНІ ДИВ»

This article examines the development of intercultural competence among Year 5 pupils whilst studying Lewis Carroll’s fairy tale ‘Alice’s Adventures in Wonderland’ in foreign literature lessons. The relevance of the study stems from the need to improve teaching methods for foreign literature in line with contemporary educational priorities, which aim to develop pupils’ ability to engage in intercultural dialogue, foster a tolerant attitude towards cultural diversity, and promote an appreciation of other cultures. The aim of the study is to provide a theoretical justification and experimental verification of the effectiveness of the author’s methodology for developing intercultural competence in Year 5 pupils through the use of literary texts. To achieve this objective, a range of theoretical, empirical, and experimental research methods was employed. The proposed methodology is based on the integration of linguistic and cultural commentary, the ‘Dialogue of Cultures’ approach, comparative analysis, and role-play and simulation-based techniques, which enable pupils to comprehend the cultural codes, British realities, linguistic features, and socio-cultural values represented in the text. This paper presents the results of a pedagogical experiment conducted amongst pupils in the experimental and control groups, which demonstrated positive trends in the development of the cognitive, literary-cultural, and value-activity components of intercultural competence. It has been demonstrated that the use of linguistic and cultural analysis, cross-cultural parallels, work with culturally marked realities, English nonsense, and linguistic idioms facilitates pupils’ transition from a superficial perception of literary texts to a deep understanding of cultural meanings and the development of intercultural mediation skills. It has been established that the proposed methodological system significantly improves intercultural competence, develops critical thinking, empathy, and cultural reflection, and enhances pupils’ readiness for constructive intercultural dialogue. The practical significance of the study lies in the possibility of applying the proposed methodology in the teaching of foreign literature in general secondary education institutions and in the training of future teachers of literature.