Development of Skills of Intercultural Communication in the Process of Studying at Higher Educational Institutions

The article proves that the need for the development of intercultural communication skills in the learning process is due to external causes of globalization and internal requirements of the modern ethnocultural situation in Ukraine, as well as the needs of pedagogical science, which takes into account global development trends: anthropocentrism, search for value orientations and new worldview, the need for acquisition of intercultural interaction skills that ensure competitiveness in the global community. According to the author, the skills of intercultural communication of future specialists are characterized by the integrity of formation of personal qualities and abilities, the ability to switch from one culture-specific code to another, taking into account their differences, flexibly vary communication strategies and tactics, maintain a positive attitude; choice of verbal and non-verbal means. In this regard, the author proposed the idea of using Web 2.0 in the formation of intercultural communication skills. Experimental application of a special method of working with educational Internet resources based on Web 2.0 technologies was tested in the Practical English academic course. It was found that the use of Web 2.0 in the development of intercultural communication skills in the process of studying at higher educational institutions opens up a wide range of opportunities for educational practice: the use of free electronic resources used for educational purposes; independent creation of network content; interpersonal interactions of the subjects of the educational process. To analyse the results obtained and objectively consider the dynamics of changes in the level of development of intercultural communication skills, control and measuring materials selected were the assignments of the Level 6 Certificate of General Language Proficiency (CAE Advanced) and a test to determine the level of development of learning strategies the Strategy Inventory for Language Learning (SILL) Version 7.0. It was found that the use of educational Internet resources based on Web 2.0 technologies activates the professionally significant qualities of future specialists, the ability to carry out intercultural communication, expands the horizons of the worldview and the sphere of professional activity to the maximum possible extent, professional mobility, which is a condition and basis of professionalism and mastery. The proposed methods, techniques and technologies can be used regardless of the foreign language and have transnational significance.


Introduction
Ukraine's integration into the world educational and information space is connected with the search for new ways of forming the personality of a modern specialist who is able to navigate freely in a multicultural world, understanding its values and meanings (Campbell, 2012;Kuo, 2018;Madrid, Baldwin & Belbase, 2016), embodying them in a personal existential position and worthy examples of civilized behaviour in the process of interaction with usual academic groups formed at the beginning of training); open (adjustments were made, the wording of assignments were changed during the experiment).

Description of a Training Program
Special methods of working with English-language educational Internet resources were based on the use of text, audio and visual materials, as well as social services Web 2.0 on various topics, and were aimed at developing intercultural communication skills. In total, seven formats of educational Internet resources were used: Hotlist, Multimedia Scrapbook, Treasure Hunt, Subject Sampler, Insight Reflector, Concept Builder, WebQuest. The nature of using Hotlist was based on displaying a grouped list of resources in English for text and multimedia. Multimedia Scrapbook displayed an annotated list of multimedia links on the topic (photos, maps, stories, facts, quotes, sound records, video clips). The use of Treasure Hunt involved students searching for information independently, step-by-step completion of assignments based on the use of Internet resources; Subject Sampler provided the study of a new topic through personal perception based on the ability to compare and interpret. In Insight Reflector, the main type of language activity was the letter, and the result of students' work was an essay based on the acquired knowledge, own emotions and experience. The Concept Builder format displayed a list of resources, analytical questions to identify topic concepts, and a final problem question. The peculiarity of using WebQuest was that some or all of the information for individual or group work of students is on different websites. In general, the formation of intercultural communication skills with the use of Web 2.0 educational Internet resources was based on a set of search and problem activities, which provided the normative use of verbal professionally-marked foreign language tools, variability of various communication strategies and cooperative communication tactics.

Research Design
This study was conducted at the Ivan Franko National University of Lviv with full-time students of the 2 nd -3 rd years of study based on the use of special methods of working with educational Internet resources based on Web 2.0 technologies while studying the subject Practical English Course. Its purpose was to intensify the educational process and the formation of intercultural communication skills of students. The 2 nd -year students (2 subgroups) and 3 rd -year students (2 subgroups) participated in the study during the 2017-2019 academic years. In general, the experimental study was carried out in three stages: pre-experimental test, educational experiment itself, post-experimental test.
The experiment was conducted in the 2017-2019 academic year in two groups of 10-11 people each. The experimental verification of the levels of formation of intercultural communication skills included the level approach as the basic, according to which three levels were distinguished: high, medium, low. The assignments of the Certificate of Level 6 General Language Proficiency (CAE Advanced), developed at the University of Cambridge (Cambridge ESOL, 2006) and the test to determine the level of development of learning strategies (the Strategy Inventory for Language Learning (SILL)), Annex 3.4 of SILL (Version 7.0) (Ledwell & Oyler, 2016), which belong to the type of structured questionnaires and are based on the system of strategies of Oxford (1990) were selected as control and measuring materials for pre-experimental and post-experimental tests.

Formation of a Valid Sample of the Study
At the beginning of the experiment, students were divided into 2 experimental (EG) and 2 control groups (CG).
Conditions for experimental training were as follows: EG and CG had approximately the same sample size; the groups were homogeneous in terms of age; the same number of classes of the same intensity were delivered in the process of experimental training. Using the methods of mathematical statistics, it is proved that these groups can really be considered as EG and CG, which is determined by the Formula 1: where nsufficient number of subjects for the experiment; rscope (the difference between the maximum and minimum results); The following Formula 2 was used to calculate the standard deviation: wherei xthe value of the sample, xthe sample average, nthe sample size.
The results of the first subgroup (EG-1) are shown in Table 1. The results of the first subgroup show that 10 students are enough to conduct the experiment. The results of the second subgroup (CG-1): x = 170, r = 35 (Table 2).

n =
The results of the second subgroup show that 10 students are enough to conduct the experiment. Calculation of the standard deviation for EG-2: x = 167, r = 17 (Table 3). The results of EG-2 indicate that 7 students are enough to conduct the experiment. Let us consider the results of CG-2: x = 169, r = 25 (Table 4). The results of CG-2 showed that 8 students were enough to conduct the experiment. Thus, the number of students in EG-1, EG-2 and CG-1, CG-2 allowed to use them in the experiment as EG and CG. However, the quantitative indicator of the subjects is not enough. It is necessary that there are no significant differences in quality characteristics between the groups.
In such conditions, the main qualitative characteristic is the level of development of students' intercultural communication skills. For the experiment to be reliable, it is necessary that the subjects had approximately the same level of intercultural communication skills within the subgroup. To this end, a coefficient of variation was used to determine whether or not there were significant differences in the level of intercultural communication skills in each of the subgroups. The coefficient of variation is determined by the Formula 3: Let us calculate the coefficient of variation in EG-1 and CG-1, where x = 168.5 (Table 5). The difference between the subjects for the said attribute is insignificant, if the coefficient of variation does not exceed 5%. To increase the reliability of the experiment, sometimes this bar is reduced to 3%. In our case, 1.3% <3%, so the groups were really experimental.
Analysis of the results of the pre-experimental test showed that students of EG and CG had an average level of intercultural interaction skills. This allowed us to assume that the EG students will be able to improve their intercultural interaction skills as a result of systematic work with educational Internet resources based on Web 2.0 technologies.
The second stage is an experiment itself, within which exercises for working with educational Internet resources based on Web 2.0 technologies for the formation of intercultural communication skills in students of the 2 nd -3 rd years of study were tested. A brief description of each educational Internet resource based on Web 2.0 technologies that correspond to the topic of the textbook is presented in Tables 7 and 8.    Introduction "Looking through the list of earlier Nobel laureates, I note a large number with whom I became acquainted and with whom I interacted during those years as they passed through Cambridge" John Pope Assignment Study these links and make a full presentation about University of Cambridge and its surroundings for: a) a historian or b) a tourist or c) a ESL student or d) a sportsman Links. x Tgreater of the two rank sums; x nnumber of subjects in the group with a greater sum of ranks.
Let us compare the calculated rank sums EG-1 and CG-1 in the Table 9 of calculation of rank sums according to the samples of students. ( 1) 2 Published by Sciedu Press 253  ISSN 1927-6044 E-ISSN 1927-6052 where Nthe total number of ranked value 21 (21 1) 231 2 i R + ==  Equality of real and calculated sum is observed. According to the level of development of intercultural communication skills, the sample of EG-1 was higher. It was this sample that accounted for a large rank sum: 157.
Then hypotheses were formed: Let's compare the calculated rank sums EG-2 and CG-2 in the table of calculation of rank sums according to samples of students (Table 10). Next, the correctness of the rank calculations was verified: 151 + 59 = 210.
The calculated sum (Liu et al., 2015): Equality of real and calculated sum is observed. In terms of the level of intercultural communication skills, the EG-2 sample was "higher". It was this sample that accounted for a large ranking sum: 151.
The hypotheses were formed:

Discussion
The study showed the effectiveness of the use of special methods of working with English-language educational Internet resources based on Web 2.0 technologies in the development of intercultural communication skills in the process of studying at higher educational institutions. Its use contributed to the analysis of students' English-language professional speech, identification of indirect ways of expressing negative content, the formation of active listening skills, strategies and tactics of professional communication, completion of assignments aimed at identifying the hidden content of utterance. EG students noted an increase in the professional orientation of an individual; expansion of the humanistic range of an individual on the basis of culturally-specific knowledge of foreign contexts, the ability to make moral choices in the system of value orientations; identification of tolerant behavioural reactions and cooperative communication style; increasing the foreign language range; deepening sensitivity to the national-language specifics of foreign language professional communication.

Conclusion
In the context of globalization of modern society, the development of intercultural communication skills in the process of studying in higher education is carried out on a broad qualitatively new professionally oriented general cultural basis, which is manifested in the choice of variable communication strategies and tactics in cooperation style based on specific national values and cultural universals in order to reach a compromise and consensus. Current Internet technologies for teaching foreign languages bring openness to the learning process, creating an open learning environment. Web 2.0 technologies allow students to join courses that have not been available to them so far; the assignments are always creative, and, most importantly, allow them to develop skills of intercultural communication in real time, in a real language situation. Thus, Web 2.0 technologies can be considered a kind of tool that effectively helps teachers to ensure publicity, nonlinearity, effectively helps teachers to deliver material, allows making changes to published material, provides the opportunity to moderate, comment, create a personal area. Students have the opportunity to study real conflict situations of intercultural communication, language and behaviour of participants of intercultural communication, to analyse and compare cultural differences in the rules of foreign language. It can be argued that the use of special methods of working with English-language educational Internet resources based on Web 2.0 technologies provides dialogism, reflexivity, multiculturalism, consideration of the emotional component and the integrity of personal development of students.
We see detailing and clarifying the content of intercultural communication skills in particular specialties and the use of educational Internet resources based on Web 2.0 technologies among the student audience and in the system of professional development, in the activities of organizations related to intercultural and interethnic communication both in our country and abroad as the directions for further research.

Limitations and Implications for the Research
The results of the study can be challenged, as the experiment was an experience for one higher educational institution with a limited number of respondents. The quasi-experimental design of the study and a number of variables studied were also limitations of this study.
This study predicts and experimentally proves that university-based Web 2.0 technologies should soon become the basis of modern education.