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Abstract: The article deals with the key components necessary for modeling the process of formation of foreign language intercultural communication competence to the students of humanities. It argues that the theories of dialogue of cultures, cultural history determination of human personality, verbal and non-verbal actions predetermined by norms and cultural value orientations, concepts of intercultural personality and motivated personal reflexive discourse activity and tolerance may be considered as methodological rationale for intercultural communication competence modeling. The foreign language intercultural communication competence includes: ability to interact based on socio-cultural and linguistic norms and universal cultural values, to overcome conflicts in the process of interaction between professional cultures and styles; to use variable habits and skills including patterns of cultural-sensitive verbal and non-verbal communication based on empathy. The author suggests a set of pedagogical technologies based on cooperative communicative strategies and tactics and corresponding to the cognitive, process-based, emotional-sensuous and behavioral levels of the structure of the learner’s personality. The given technologies are aimed at formation of verbal foreign language cooperative strategies (negotiation, discussion, active listening, reflection, resolving conflicts) and are typified in the following way: analysis of professional incidents; solution of professionally significant situations-cases; self-commenting life intercultural situations; analysis of cultural sensitivity; context observation; training of reflection; training emotional and verbal sensitivity. It is stressed that modeling on the basis of the given technologies and methodology may enhance efficiency of the intercultural communicative competence of students of humanitarian specialities and broaden their global worldview by means of their ability to understand the cultural-linguistic variability and its implicit meanings.