THE SUBJECT OF INTERCULTURAL INTERACTION AS AN EDUCATIONAL CONSTRUCT: VECTORS OF DIALOGUE TRANSFORMATION

The problem of forming a conceptual goal-setting framework of a person who is ready and able to participate in the interaction of cultural and linguistic communities is one of the cornerstones in intercultural language education. The recent civilizational and anthropological transformations, with the synchronous predication of the information paradigm and the dialogical a priori in the scientific picture of the world, have caused progressive changes in the content of the educational construct "the subject of intercultural interaction". Today, new informational and dialogical linguodidactic projections are needed to analyze this construct, which has led to the use of intercultural and informational approaches as methodological strategies for its analysis. In this connection, the universal properties reflecting the essence of the psychological and pedagogical concept of "subject": integrality, activity, consciousness and integrity. An analysis of the specific characteristics of an individual as an actor of intercultural dialogue, ready and able to create a space of semantic dialogue understanding, constructing a dialogue reality based on this, is presented. These qualities are associated with the peculiarities of intercultural interaction, manifested at the communicative, perceptual and interactive levels. Special attention is paid to the methodology of information and cognitive activity aimed at constructing an intercultural dialog discourse by the subject, which reflects the essence of the acceptable co-ordination of interacting cultural-conceptual and communicative worlds of native and other cultures. The instrumental components of the core of this activity are described - information and cognitive strategies, represented by cognitive cognitions of creating information and dialogue complexes and moral and ideological evaluation of culturally like information, an attempt is made to establish taxonomic relations between them. The information and dialogue perspective for considering the educational construct "subject of intercultural interaction" proposed in this article can determine the development for new linguistic and didactic practices.