University Students’ Intercultural Competence Development in Foreign Language Teaching by Means of Axiological Approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The development of intercultural competence of students by means of a foreign language today is caused by a number of factors that are essential to the modern society. This modernization of the national education system, which currently includes such priorities as: provision of social mobility in society through the support of the most talented and active young people; support given to new generations to enter the globalized world through the development of young people’s communicative abilities for intercultural understanding, etc. The article reveals the content of value-semantic potential of educational programs that can act as a factor of intercultural competence development of University students, which is the leading characteristic of the cultural development level of the individual and society as a whole. The results of experimental work suggest the viability of axiological approach as a principle of the implementation of educational activities aimed at developing students’ certain personality traits (sense of community with others, along with their own self-determination in a multicultural environment; the desire to know people of other cultures and to establish productive relationships with them, the desire for effective implementation of the acquired knowledge and skills with the aim of understanding the world, etc.).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it