We will look into interactive services as the most efficient means of developing intercultural competence in ESL students . E-mail includes the following facilities:
1) mailing (sending and receiving electronic letters in a foreign language);
2) receiving and sending conference materials in which debates take place. Electronic conferences can be subdivided into on-line and with postponed access to materials. All the materials of "postponed access" conferences are saved automatically. So such a conference remains to be open for connection to debates for a long time after questions have been already given;
3) specialized systems oriented on intercultural foreign communication on line (e.g. Internet Relay Chat) that is a powerful stimulus for students;
4) remote teaching a foreign language which provides possibility of "on-line teaching" conducted by language bearers;
5) worldwide network (World Wide Web) giving a chance of developing motivation to study a language and culture in students by creating their own Web-pages and free publication of their work (projects and so on).
The following possibilities  are referred to as important particularities of the services given above:
- developing communication culture in partners. Communication culture implies the skill to state one’s thoughts briefly and plainly, to treat a partner’s opinion with tolerance, ability to lead the debate and prove one’s standpoint with some reasons, as well as to respect a partner’s opinion;
- quick exchange of information, ideas and plans on the questions participants of the dialogue are interested in, increasing one’s cultural level;
- cultural development of students on the basis of the joining various cultural and ethical information;
- creating authentic language and cultural ambience;
- developing in students the skill to gain information from various sources;
- orienting foreign language teaching on communication. It wipes the borders between separate members of society and allows people to share some experience.
To use all the above possibilities in practice it is necessary to develop in language faculty student readiness to cultural interaction via Internet. Taking into consideration the requirements to intercultural competence level we have defined needs that student can get in the process of its mastering as communicative, lingual-cognitive and instrumental.
We have defined the composition of the readiness under study as complex of communicative, lingual-cognitive and instrumental elements (picture 2).
- positive attitude to communication, contacts with culture and experience of other people;
- ESL students’ striving for speaking, reading and writing in a foreign language for contacts, receiving or sending information using Internet technologies as means of providing authentic communication and cultural ambience.
- idea of communication culture which is brought about via e-mail (organizing private correspondence in FL, sending and receiving materials of electronic conferences in FL) on-line and with delayed access to materials;
- knowledge of systems’ possibilities oriented on free intercultural communication in a foreign language.
- skill to state one’s thoughts briefly and plainly in the process of communication in virtual language and cultural ambience,
- treat partner’s opinion with tolerance
-ability to lead the debate and prove one’s standpoint with some reasons, as well as to respect a partner’s opinion;
- skill to use interactive services of network for intercultural communication.
- positive attitude to foreign stuff existing in virtual educational ambience, to studying characteristic of language signs.
- idea of remote language teaching service in network;
- knowledge of main types of ESL software and communication exercises;
- idea of lingua-cognitive activity structure when working with educational software provided in the global network;
- skill to work with educational software for remote foreign language teaching provided in the network;
- skill to use various types of foreign language software (demonstration, drilling, testing, modeling, requesting, language games) and exercises (gap-filling, multiple choice, matching, simulations);
- skill to reproduce the structure of cognitive activity (demonstration, drill, practice) within each new portion of language material.
- students’ positive attitude to mastering ways of gaining cultural and language knowledge nature via global network;
- striving for cultural development on the basis of joining various cultural and ethical information.
- idea of ways of receiving information with the help of Internet broadcasting and search services (electronic libraries, electronic catalogues, database, search systems giving information in a FL);
- skill to search for necessary information via network;
- skill to make a request with key words, to know how to use reference devices of electronic textbooks, in the text of electronic vocabulary or encyclopedic articles;
- skill to fix the information on flexible and hard disks;
- skill to integrate information into various attachments and use it within intercultural projects.
The communicative element implies readiness to speaking, reading and writing in a foreign language using Internet for intercultural communication, receiving or sending to personally significant information. The lingual-cognitive element is connected with readiness to mastering foreign culture existing in virtual communication ambience, to studying language signs characteristic. The instrumental element includes readiness to using the ways of gaining language and cultural knowledge and methods of assimilating definite language constructions via Internet.
Having defined readiness to cultural interaction in language faculty students as integrative personal quality developed in training process we have presented its structure as complex of motive-personal (motives, interests, attitudes), cognitive (knowledge) and technological (skills) components (picture 2). So each element includes complex of definite motive-personal attitudes, corresponding skills and knowledge.
The results of the analysis of all the components of the readiness of ESL students to cultural interaction has allowed us to define qualitative, quantitative and structured characteristic of intercultural competence and reveal possible ways of its development via global network Internet "opening window to the world" and allowing to bring students together on the basis of cooperation and get acquainted with culture, tradition, interests of other nations’ representatives.
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