DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE OF UKRAINIAN STUDENTS VIA THE MEANS OF MULTIMODAL TEXT IN LEARNING KOREAN

Abstract

The article considers conceptual and methodological approaches to the formation of intercultural communicative competence (ICC) of Ukrainian students using multimodal text in the process of learning the Korean language. Taking into account the trends of globalization and the growing popularity of Korean culture among Ukrainian youth, the emphasis is on the need to develop students' ability to interact effectively in a multicultural environment. It is determined that multimodal text – an integrative tool that combines visual, auditory, textual and kinetic modalities – provides a deeper immersion in the authentic linguistic and cultural context, activates cognitive processes, forms emotional sensitivity and adaptive behavior in foreign language communication. Based on the experience of modern Ukrainian and foreign linguodidactic research (Pinchuk, Lytvynova, Burov, Frezzo, Stefanidis, etc.), the author substantiates the pedagogical feasibility of using multimodal resources – dramas with subtitles, digital comics, culturally marked music, animated dialogues – in teaching the Korean language. The presented empirical results of experimental training demonstrate an increase in the level of students' MCI by 25% on the Cultural Intelligence Scale. The article analyzes the effectiveness of such tasks as cultural analysis of video fragments, keeping a multimodal diary, situational role-playing games, and creating a cross-cultural collage. It was established that such tasks contribute to the development of cultural empathy, self-reflection, and understanding of the specifics of Korean communicative behavior. The content of students' written reflections after completing the course indicates the formation of the ability to intercultural analysis, recognition of semiotic markers and contextual signals. The author emphasizes that multimodal text is not only a tool for linguistic learning, but also a means of forming cultural sensitivity, tolerance and intercultural awareness, which is extremely important in the conditions of a modern globalized society. As a result, the conclusion is made about the need for further development of methods for integrating multimodal resources into oriental language courses, increasing the digital literacy of participants in the educational process and creating localized platforms with multimodal educational materials. The article contains practical recommendations for teachers and researchers in the field of intercultural education, digital didactics and teaching Korean in the Ukrainian educational context.