The current research is aimed at analyzing modern problematicity of forming foreign language communicative competence in the context of the English perception as a global lingua franca. It considers foreign language communicative competence of university students as an ability to communicate and exchange views in various situations while interacting with other communicators, properly using the system of linguistic and speech norms, choosing communicative behavior adequate to the authentic communication situation. English as a Lingua Franca is perceived as the most common contact language for interethnic communication, which implies a global use of English linguistic data by speakers with different linguistic and cultural characteristics; it can be defined as a dynamic resource experiencing constant change, a modifiable means of communication rather than an established model; it is widely described as an adaptive, contingent, creative, changing, dynamic, flexible, fluid, fragmented, fuzzy, heterogeneous, hybrid, unpredictable, but self-regulating system, and a particularly ad hoc and emergent form of everyday communication involving a virtual speech community, or different constellations of speakers of diverse individual Englishes in every single interaction. The study highlights that ELF is monolithic and monocentric, a ‘monomodel’ in which intercultural communication and cultural identity are to be made a necessary casualty; it operates at local, national, regional and international levels. The spread of English is viewed in terms of three concentric circles (inner, outer, expanding), representing the spread types, the acquisition patterns and functional domains.
Lingua Franca; global language; foreign language communicative competence; non-native speaker; distinguishing features; linguistic
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